The Rudolf Steiner Archive

You will easily believe what very deep satisfaction it gives me to take up work again among you all on this building of ours. It is a fact that anyone coming into intimate contact with the whole aura of this building today would be able to receive the impression, as a result not only of deep reflection but also of quite superficial thought; that something connected with the most significant, the most weighty tasks of man's future is bound up with this building. And it goes without saying that after long, forced absence one is profoundly satisfied on finding oneself once more at this place where this building stands as a symbol of our cause.

To this I would add that particularly for me, my dear friends, it is a matter of infinite gratification every time I now return after long absence to be able to see how beautifully and significantly the work on the building has progressed through the active devotion of the workers. In these months of my recent absence in particular, when work has been carried out under such difficult conditions, part of the artistic work has gone forward in an unprecedented way; it has made progress in the spirit that should permeate the whole.

With deep pleasure too, I see, as a consequence of the spirit in our work, as consequence of all that is originating here, the real feeling of solidarity among many of our friends—the genuine feeling towards all that this building incorporates. What reveals itself to the soul when one lets this whole matter renew its effect upon one is that here we have a place with which is united such a true sentiment in a number of the friends of our spiritual movement, so sincere a sentiment that it promises a continuance of the best impulses in this movement for the future of mankind for which they are so necessary. In the work devoted to this building there is already something that could serve as a model for all that, in common with what we call today the Anthroposophical Society, is actually intended.

On the other hand, I have a strong feeling that what is favourable, what is so significantly good found here in our building, in the harmony of human work, and human feeling consists in this building being able through its objective nature to free what our movement wills from the subjective interests of individual men.

Concerning what we have just touched upon, my dear friends, there have been indeed, and still are, in all similar societies as well as in the Anthroposophical Society, certain remarkable views, that to be more exact, are remarkable illusions. A great deal is preached about selflessness and universal love between men; this is often, however, a mere mask for certain artful egoistic interests of individual human beings. It true that these individuals do not know that this is a question of mere egoistic interest; in face of their own consciousness they are innocent nevertheless, the fact remains.

The building itself, however, claims from a relatively large number of our friends a selfless devotion to something objective, to something standing out as a symbol of our cause, and free from all that is personal. And what is connected with our building can to that extent very well be, the model for what is sought in our Movement.

My dear friends! When, as today, we greet each other again, we need especially to dwell upon what if fruitful and all-embracing in the spiritual movement of ours. Meeting thus again, we need to reflect upon how earnestly we can believe that however it may happen—and the manner in which it does so depends upon how conditions take their course—man will never find his way out of the appalling blind alley into which he has come today until he decides in some way to seek a starting point for fruitful work, fruitful action, within a spiritual movement such as ours. We shall certainly not insist egoistically that the truth is to be found only in our small confined circle where it is recognised, through the very nature of the matter, that man has landed himself in the present terrible situation by neglecting his own spiritual substance. We should be able to recognise ourselves as men who are united in those ideas that alone can lead mankind out of this blind alley.

In the soul of modern men there is indeed very much that is not clear. When it has been possible to renew our knowledge here or there about the needs prevailing in our spiritual movement the following may be said on one hand: Yes indeed, the number of souls of those who are thirsting for spiritual life in our sense has very greatly increased. The longing for such spiritual life can well be said to have become infinitely greater; the attention given to our impulses has recently become undeniably greater, at least in those spheres that have been outwardly accessible to me in these last years and especially in recent months. It is not without meaning that I remark upon this distinct increase and strengthening of man's longing for the spiritual life. It is true that over against this strengthening and sharpening of the desire for spirit life there stands the terrible confusion from which the greater part of mankind is suffering. This terrible confusion among men comes about through the outworn ideas, or it would be better to say the outworn lack of ideas, the easy-going comfort where all keen vigorous thought concerned, the comfort that comes from the laxity, the indolence, with which during many decades, the thought-life on earth has been carried. This laxity, this laziness, leads souls astray in the present yearning after spiritual life. On the one hand, men are immersed in a genuine longing for spirituality, for strong supersensible impulses. On the other hand, these souls are fettered by the old powers that do not wish to withdraw from the scene of human activity, but should be able to see from this very activity how far they are removed from having any further place there. It might be said that one finds everywhere this dark impression, this impression of a cleft.

In many places in connection with repeated lectures with lantern slides, I have talked a great deal with our members about the Group that will take the chief place in our building. It could be seen on the one hand what powerful impulses have actually entered those souls who, by reason of the conditions during past years, have not even had a glimpse of what is going on here. A new human understanding is already arising from the very way in which what is ahrimanic and what is luciferic has been thought out in connection with what belongs to the Christ and has been represented and revealed in our Group. It makes a deep impression on souls when they are approached by all that is thus given. On the other hand, however, my dear friends, we find everywhere the obstructive influences of what is widespread among men in the remnants of what is old, rotten, in their so called cultural life.

This could be seen particularly in what might be called in a real sense the humorous frame of mind with which the lectures were received that were given at the art centre of our friend Herr von Bernus in Munich, when I tried to show a large audience the inner impulses active here in our conception of art. That did indeed arouse interest in people to an extraordinary degree, for I held lectures of this kind in Munich in February and in May and had to give each of them twice. Herr von Bernus assured me there were so many enquiries that I should have been able to give four times over each of the public lectures dealing with the principles of my conception of art, as they have found expression in the building here. Interest was certainly there, but it goes without saying one could find less reason to be pleased in the agreement shown with what was said by the critic of a Munich newspaper, which might be called a showing of teeth though politely and humorously. It was particularly facetious since inner resentment made itself felt against what could not be understood. It was all—not spoken,—but spat out, if you forgive the inelegant expression. And it was shown up by the very interest aroused by the matter where honesty and sincerity spoke in opposition to what was otherwise noticeable in this artistic centre (that is Munich, it goes without saying; it is a well-known fact). Thus was shown how in this centre of artistic activity the most intelligible as well as the unintelligible stuff was talked... It is just in this sort of discrepancy that we get an example of how today the two streams of which I have been speaking are present, and how we need to stand consciously within what is essential and important, towards which we must struggle for the sake of the world and its future.

I am certainly not saying all this because when our matters have publicity anywhere I would strive for what is called a “good press” for the moment we had a “ good press” I should think there must be something wrong, something of ours must have been untrue.

All these things are suitable for calling up in us a consciousness that it is very necessary for us to take a decided stand on the grounds of our cause. For nothing could promote greater confusion among us than our wishing to make any kind of compromise with—well with what the external world would consider it right for us to do. In what we do it is only towards the principles for which we stand that must look for guidance.

Another example of what we have been discussing, less directly connected with our cause, nevertheless connected inwardly, is the recent increasing interest shown in the most varied places for Eurythmy. And when we who were present remember how Eurythmy was received particularly in one place, where it had scarcely been seen before, it was partly something entirely new to the audience, namely in Hamburg, we have really to remember this reception with the deepest satisfaction. The significance of the impulses going out from even an affair of that kind was especially evident in Hamburg. People were there who to all intents and purposes were witnessing a proper performance of Eurythmy for the first time. And the possibility will yet arise perhaps for Eurythmy to be performed publicly. It is just at this juncture, however, that we must stand on the very firmest ground with our cause and do nothing that is not entirely consistent with it.Otherwise, my dear friends, it would soon be seen that, from a certain point of view, it must not be thought that I shall yield when some particular matter is in question that depends upon me. Most of you already know that where no principle is concerned, when some purely human affair comes to the fore, it goes without saying that I am always in it all with best of you. When it is a question, however, of approaching the boundary where any principle whatever has to be forsworn—even in the smallest degree—I shall show myself inflexible. Therefore, at the present time, when so much dancing can be seen—for there is dancing everywhere, it is quite dreadful, if you live in a town any night you join in a dance evening—when there is show-dancing everywhere, if it should be thought (I do not say all this without good reason; although I do not specify any particular instance, I have good reason to speak) if it should be thought that by giving public performances of Eurythmy, we meant to identify ourselves with any kind of journalistic stunt to put forward some kind of claim for attention, then I should take precautions against this in the most determined manner. A feeling for what is in good taste must be forthcoming solely out of our cause.

You see my dear friends, we have sometimes also to remember, especially on meeting again, to conduct according to the standard of spiritual impulses the necessary direct activity resulting from the will. These spiritual impulses will have to fight against a great deal of what today we can no longer call prejudice, for things work too powerfully be described by such a weak term. I do not say in a conceited, egoistical way “We” have to fight, but these impulses will have to fight against many different things. Now over and over again we have to refer to the terrible malady of our age, that consists in lack of control where the life of thinking is concerned. For, rightly conceived, the life of thought is already a spiritual life. It is because men give so little heed to their life of thinking that they seldom find their way into the spiritual worlds.

There is one thing upon which I must repeatedly touch from the most varied sides, namely, what an appalling value is put today upon the mere content of thoughts. The content of thoughts, however, is what is of least importance! The content of thoughts—Look! a grain of wheat is a grain of wheat, this cannot be gainsaid. Even though a grain of wheat is a grain of wheat, however, when you put it into suitable, good, fruitful ground you get a juicy ear, and when you, put it into ground that is barren and stony, you get either nothing at all or a rotten ear. But each time you are dealing with a grain of wheat.

Let us speak of something other than a grain of wheat. Let us say instead of ‘grain of wheat ’, ‘idea of free man’ which is so much discussed today. Some will say ‘idea of free man’ is the ‘idea of free man.’ It is just the same as a grain of wheat is a grain of wheat. But there is a difference in whether ‘idea of free man’ flourishes in a heart, in soul where this heart and soul is fruitful ground, or whether the ‘idea of free man’, exactly the same idea with the same foundation, flourishes in Woodrow Wilson's head! It matters not in the least if a grain of wheat is sown in stony ground or right into the rock, and it is just true that all the so called beautiful ideas that we are given in the programmes of Woodrow Wilson signify nothing if they come out of his head. But this is something that modern man comes to understand with such infinite difficulty, for he holds the view that it is the content of a programme, the content of the idea, has as little significance as the germinating power of a grain of wheat before it is planted in fertile ground.

To think with reality! Man has the greatest need of this. And something else is connected with the present unreality in thinking namely, men are taken unawares by almost all that happens. Indeed one might ask when has that not occurred in these last years?. Men are surprised by everything, and they will go on being more and more surprised. But they will not have anything to do with what is really working in the world, and this today makes it impossible for them to bring any foresight to bear on their affairs.

Working merely with ideas, one can from any side base anything upon anything. If one works with the content of ideas alone it is actually possible to base everything on anything. This is also something it is necessary to see into increasingly and ever more deeply; it is necessary but there is little will for it.

Generally, when such things are spoken of, and examples of them given, one meets with no real response because the examples seem too grotesque. But our whole life of soul and spirit today fairly hums with these things that give so grotesque an impression on being brought to light—my dear friends, they buzz around us! I know that many of you may feel resentment if I give you a really outstanding idea as an example—I will, however, quote this instance.

Now it is a case here of a University professor, an old respected professor at a university, who lit on the fact that Goethe during his long life was attracted by various women. Yes, our professor came up against this idea and took upon himself the task of making a real study of both the life of Goethe and that of the spirits connected with him. And we see how he obviously makes it his business, in spite of not being professor at a European university, to go to work as thoroughly as a mid-European professor usually does, and he made to pass before his soul the whole procession of Goethe's ladies in their relation to Goethe. What did he discover? I can quote this for you almost in his very words.

He discovered that each woman Goethe loved momentarily during his life can be said to have been for him a kind of Belgium, the neutrality of which he violated and then bemoaned that his heart bled for having been obliged to assail shining innocence. Neither did he forget to assert, each time, like the German Chancellor, that this sphere of violated neutrality had deserved a better fate but that he, Goethe, could not do otherwise since his destiny and the rights of his spiritual life obliged him to sacrifice the loved one—yes, even to offer up the pain of his very heart on the altar of the duty he owed to his own immortal ego.

Now I could give you here many other ideas that come in this book. You might ask for, what purpose? But, my dear friends, there is very good reason. For you find this kind of idea all over the world. The ideas of modern men are like that! And it is not without reason that such ideas should show themselves in literature where the essence of human thinking appears. This conception is upheld by Santayana, a professor at Harvard University in America, a much esteemed Spaniard who is, however, completely Americanised. His book was written during this present catastrophe, or at least Boutroux has translated it into French during the war. Shortly before this Boutroux gave a lecture in Heidelberg in which he eulogised German Philosophy in the most flattering terms! The book is called The Errors of German Philosophy and is entirely characteristic of present-day thinking. The appearance of this book was certainly not just a casual event but is very characteristic of modern thought and compares man with what is very far removed from him, with the same facility we find in Professor Santayana when he compares Belgian neutrality with Goethe's treatment of various women. For, if you have eyes to see it, this kind of thinking meets you in every sphere of so-called modern science. It is a fact; you come across it everywhere.

Now it is just the task of the spiritual impulse to which our Anthroposophy is devoted, to make a stand against three fundamental evils in the present so-called culture of mankind. There is nothing for it but to fight against these fundamental evils. One fundamental evil shows itself in the sphere of thinking, another in the sphere of feeling and the third fundamental evil is seen in the sphere of the will.

In the sphere of thinking we have gradually reached the point where men can only think in the way the thinking takes its course when it is strictly bound up with the brain. But this thinking, so closely connected with the brain, this thinking that refuses to make a flight to the spiritual, is condemned in all circumstances to be narrow and confined. And the most significant symptom of present scientific thinking in particular is narrowness and limitation. In the field of his narrowness and limitation great things can certainly be done. It is done for example, in modern science. But the thought applied to science today has no need of genius, my dear friends! Thus, narrowness, limitation, is what must be striven against, especially in the intellectual sphere. Today I will simply give these things in outline, but later we shall be describing them more in detail.

In the sphere of feeling it is a question of men having gradually arrived at a certain philistinism—we can only call it so—philistinism, lack of generosity, and being bound to a certain confined circle. It is the chief characteristic mark of the philistine that he is incapable of being interested in the big affairs of the world. Village pump politicians are always philistines. Naturally, in the sphere of Spiritual Science this does not suffice, for here one cannot confine oneself to a narrow circle, we have to be interested in what is outside the earth, therefore in a very wide circle indeed. And people get quite annoyed at the mere suggestion that there should be a desire to know something about a circle wide enough to embrace Moon, Sun, Saturn. In all spheres, however, philistinism must soften into non-philistinism if Spiritual Science is to penetrate. Sometimes that is not convenient or comfortable, for it means facing up unreservedly to the matter. It demands a more unprejudiced facing up to the matter.

Recently an awkward thing happened in our midst—but I stopped it because otherwise perhaps—well, nothing actually happened but something could have happened. Now you will remember the Zurich lectures of last fear; among various examples I gave then of how Darwinism can be overcome through the growth of natural science itself, I pointed to the excellent book by Oskar Hertwig called Des Werden der Organismen (How Organisms come into Being). Here, and every time the opportunity occurred, I referred to this excellent book. Very soon after this work a shorter book appeared by this same Oskar Hertwig, in which the same Oskar Hertwig spoke about the social, the ethical and the political life. And I then thought to myself: it may happen that some of our members having heard me call Oskar Hertwig's book about organisms an outstanding book will assume that this second volume is excellent also, when it is actually a worthless book, a book written by a man who in this particular sphere—in the sphere of the social life, the ethical life and the political life—cannot put into shape a single orderly thought. I feared lest certain of our members might already have judged that since it came from Hertwig this book too would have some kind of merit. So I had to step in and again whenever I could seize the opportunity I availed myself of it to point out that I considered this second book of the author, who had previously written so well about natural science, to be the worthless and foolish effort of a man who had no ability to speak of the things of which he spoke here.

Our Spiritual Science does not admit of one thing conveniently following from another, without each new fact being confronted and judged impartially. Spiritual Science demands from men actual proof of the concrete nature of every single case. Philistinism is something that will vanish when the impulse of Spiritual Science spreads. So much for the sphere of feeling.

And in the sphere of the will there is something that recently has particularly and in the widest sense taken hold of mankind, something I can only term lack of skill. As a rule, a man today is very able within the narrow circle of what he learns, but he is considerably inept about everything outside this circle. One comes across people who can't even sew on a button—that is only one example. There are men who are unable to sew on a button! Lack of skill in anything beyond a narrow circle is what is specially prevalent in the sphere of the will. Whoever takes what we call Spiritual Science with his whole soul, and not just with abstract thinking, will see that it makes a man more dexterous and fits him actually to spread his interest over a wider area, to extend his will over a wider world. Naturally it is just where this lack of skill is concerned that spiritual science is still too weak; but the more intensively we take it the more will it contend with unskillfulness.

This is what confronts the present-day acceptance of Spiritual Science with what might be called a trinity: narrowness in the intellectual sphere; philistinism, which means a lack of generosity, in the sphere of feeling; unskillfulness in the sphere of will.

And the three are loved nowadays even if loved unconsciously. Nothing in the world today is more loved than unskillfulness, philistinism and narrow-mindedness. Because they are loved it will not be easy for men to progress to the wide views to which they must come—to the way in which we must look at all that is connected with the names Ahriman and Lucifer. And it is just here that something important must understood today. For today among many other things there is an important transition from the luciferic to the ahrimanic. And as this transition is shown not simply elsewhere but also here in Switzerland one may well speak of it here. In this region the first has perhaps less significance owing to the very habits of the Swiss. The second, however, shows every prospect of attaining more importance precisely in this country. Where certain things are concerned mankind is indeed in a state of transition from faults that are luciferic to those that are ahrimanic, from luciferic impulses that run counter to human development to ahrimanic counter-impulses.

Now certain impulses of earlier days holding good in educational matters were of a thoroughly luciferic nature. Ambition and vanity were counted on in educational matters. (All of us when young, with the exception of the youngest among us, have known this quite well.) Perhaps this applies less to Switzerland but elsewhere it is pretty prevalent—this reckoning on ambition and vanity—orders, titles, and so on and so forth! Some people's whole career was based on the luciferic impulses of vanity and ambition, on the being worth more than other men. Just try to think back to how educational affairs were indeed built up on such luciferic impulses.

At the present time there is an endeavour to put ahrimanic impulses in the place of those that are luciferic. Today they hide themselves behind the elegant term “ability tests”. In the ahrimanic sphere this corresponds to what in the luciferic sphere was boasting about vanity and ambition even among children. Today there is an endeavour to seek out those the most gifted, or those who apart from that are most successful in class; out of these again individuals are taken. Among these gifted ones tests are made, intelligence tests, memory tests, perception tests and so on. This is something very suited to the Swiss disposition. And should the luciferic play a very small part here, the ahrimanic shows itself nicely in bud in the understanding for these ability tests. For these ability tests proceed from the intelligence, from science, from the present-day psychology of the learned. Then these gifted ones who are to be tested are made to sit down and are given the written words: murdered, looking-glass, the murderer's victim. And they sit there, poor lambs, in front of the three words murderer, looking-glass, the murderer's victim, and are supposed to look for a connecting link between them. One child finds that the murderer steals upon his victim, but the victim has a looking-glass in which the murderer is reflected so that the victim is able to save himself. So much for the first child. His gift of perception takes him as far as connecting the three words in this way.

Now comes another:—A murderer is creeping on his victim and sees himself in a looking-glass. His face appears to him in it as the face of somebody with a bad conscience, so he leaves his victim on account of seeing the reflection of his own face. That is the second child.

The third child makes yet another combination. A murderer comes creeping, he finds a mirror and falls against it so that the mirror falls down with a terrible noise, it makes a regular disturbance. The victim hears the noise and is in time to defend himself against the murderer.

The last child is the most talented! The first only found the nearest combination of ideas; the second an obvious matter of morals; the third child found a very complicated connection of ideas, and this one is the most talented!—That is more or less how it is. When describing things briefly one naturally gives them a little colouring of one's own. But this is how the ability of children is henceforward going to be tested to find out who is the most talented.

One thing is certain, my dear friends—if the men who invent these methods would just think of the great people they revere, Helmholtz for instance, and so on, Newton and so on, these great ones would one and all, if given these tests, have been looked upon as the most untalented little rascals. Nothing would have come of it. For Helmholtz who is certainly considered by those who give these tests today as a very great physicist—as I think you will agree—was a hydrocephalic and not at all gifted in his youth, and so on and so forth.

What is it that people want to test? Simply the outer organism, entirely what may be counted as the physical instrument of man, what is purely ahrimanic in human nature. If ever the fruits of these ability tests are to come to anything, more ghastly thought-pictures will arise than those that have led to the present human catastrophe. When, however, one speaks today about anything that may lead to catastrophic events in perhaps a hundred years, this does not interest man. For we live now in this transition from a luciferic educational system to an educational system that is ahrimanic; and we must belong to those who understand how to see clearly into such matters:

Men must change what is active force for the future into forces of the present. For this is what is demanded from us today—to confront concrete reality in a true, genuine, unprejudiced way.

Here one may have very strange experiences. I do not remember if I have already mentioned here a very interesting experience of mine. There are writings of Woodrow Wilson's—one about “Freedom”, another just called “Literature”. These writings have been very much admired—are still very much admired. In the publication called “Literature” an interesting lecture appears again which Woodrow Wilson once gave about the historical evolution of America. And elsewhere, too, interesting lectures by Woodrow Wilson have been repeated having wide historic standpoints. And reading these writings I had an interesting experience. In them one finds isolated sentences which appeared to me extraordinarily familiar yet certainly not copied from anywhere—certainly not copied they nevertheless seemed to me wonderfully familiar. And the idea soon struck me that these sentences of Woodrow Wilson's might just well have been written by Herman Grimm, that quite a number of these sentences indeed are found word for word in Grimm. Herman Grimm I love; Woodrow Wilson—Well, you know by now that I do not exactly love him! Nevertheless I cannot on that account conceal the objective fact that where the content of the subject is concerned one could simply take over whole sentences from Herman Grimm's lectures and articles and transpose them into those of Wilson—and, vice versa, transpose sentences of Wilson's into the works of Herman Grimm. Here are two people who as far as the actual text is concerned are saying just the same thing. We have, however, to learn today that when two people say the same thing it is not the same! For the interesting fact meets us that Herman Grimm's sentences are personally striven for, bit by bit they are wrenched from the soul. The sentences of Woodrow Wilson that sound so similar come from a kind of characteristic frenzy. The man is possessed by a subconscious ego forcing these sentences into the conscious life.

Whoever can judge of such things realises that this is the point here! A grain of wheat is a grain of wheat: The difference, however, lies in where it is sown, in what kind of soil. There is a difference in whether an idea becomes so much part of a personality because he has striven for it bit by bit in his own particular way, or whether one gets the idea by being possessed by the subconscious, everything sounding out of a possessed subconscious, out of a consciousness that is possessed by the subconscious.

Thus it is a question today of understanding that the content of thoughts, the content of programmes, are not of importance—the important thing is the livingness of the life lived by mankind.

My dear friends! We can teach materialistic philosophy, we can teach the philosophy of mere ideas; we can teach a science that is merely materialistic, and in this merely materialistic science become a most excellent European teacher, a credit to the university and a good citizen of the State. The type is not so rare, I fancy you can find them anywhere, these ornaments and lights of science, who at the same time are quite exemplary good citizens; one can well be this, my dear friends! But take some ideas, I should say an idea of a definite kind, let us take as a trivial idea the struggle for existence, for instance, or those ideas that are advocated by more peaceable people such as Oskar Hertwig, and so on, or ideas upheld by Spencer, Mill, Boutroux or Bergson who certainly are not wishing to press forward to the spiritual life, but are confined to the philosophy of mere ideas. But still more, take the materialistic ideas of science, take these ideas! It is true they might be able to spring up in the brain of the good subjects of the State. Very well. But, my dear friends, a grain of wheat is a grain of wheat; nevertheless it makes a difference whether it grows in soil that is fertile for it or in rocky soil, and it makes a difference whether these scientific ideas which can be striven for in Europe as a credit to science, and hold good in the universities, thrive in the brains of the university students, or whether they spring up in the brain of a man whose brother already as a young man at the end of the eighties was counted a shining light in science at the Petersburg laboratory... Such facts certainly like a flash of lightning illumine things that are working at the present time! Take this young man who was there in the Petersburg laboratory about the year already a shining light in science, full of productive ideas in chemistry with a medal—a very rare thing—distinguished by this special medal from all those working with him, and highly esteemed even as a young man—and suddenly he disappears! Even marked out by the university authorities—he is suddenly no longer there! In all manner of roundabout ways his colleagues have to find out that meanwhile he has been hanged for taking part in a conspiracy against the reactionary Alexander III. It makes a difference whether the same idea enters the brain of a worthy university professor of Western Europe, or the brain of the brother of the man who was hanged under such conditions. When it enters the brain of this brother it changes this brother into a Lenin—for the hanged mans brother is Lenin—then this idea becomes the driving force behind all that you now see in Eastern Europe.

Idea is idea, as grain of wheat is grain of wheat; one has, however, to realise whether something is the same idea that arises either in the brain of a university professor or in the brain of the brother of this man they hanged. We must have the will to see into the background of existence where lie the actual impulses behind events. And we must have the courage to reject all the empty nonsense about programmes, ideas, sciences, of those who believe in them. Something depends on what they uphold. This or that may be upheld according to its content, nevertheless it is of consequence in what sphere of actual life what is thus upheld lies, just as it is of consequence where the grain of wheat falls, whether in fertile or unfertile ground. In every sphere man must find the way out of the abstraction that in the present grave conditions is everywhere leading to illusion or to chaos; he must find the way to the reality that can be found in spirituality alone! And however long it be, this is the only road by which man can find his way out of the present confusion to what can bless and heal him.

This is what should be written on our hearts, my dear friends, something in which we can all be united. this is something with which we should greet each other in earnest, associating ourselves in this knowledge with what must be the cure for man's failings. For it is possible to cure them. But, my dear friends, this may not be done with quack remedies, they must be healed by something the lack of which has brought mankind into this chaos.

Leninism would never have taken hold of the East had not materialistic science—not always recognised as such—been taught in the West. For what has been produced in the East is the direct child of materialistic science. It is just a child of materialistic science. Through Karl Marx a changeling has arisen; the real child of materialistic science already exists in the East. But we must have the will really to see into these things.

This, my dear friends, is as it were the background against which our building is being erected. And individual men who work here at this building think about it quite apart from the ideas today affecting men in so many lands. We can well imagine that outside, in other countries, there may be people who consider that men are living here who keep aloof from what concerns the world and, as these people believe, should concern it. It is easy to imagine people looking reproachfully at this place. Those who have their whole heart and soul in this building need not worry themselves about being thus reproached. For even if this building does not perhaps fulfil its task, if it never reaches its goal, what works on the building, my dear friends, and what proceeds from those working with devotion on the building, is today the most important thing of all; it is what must rescue men from everything into which they have fallen. And when people outside believe that here men are working with no thought for the task of present-day mankind, the answer must be that here we are working on what is of supreme importance today, on what is preeminently essential, only others know nothing of it, it is something of which as yet they are ignorant. But the important point is that mankind will want to know something of what is happening here.

Once again let it be emphasised. It is not important whether this building attains its goal—although it would be good were it to do so. What is important is that this building should be worked upon out of certain ideas that men have discovered for this work. It is not the content of these ideas but the way in which they live that gives them their impulses for the future, whereas the ideas so many believe in today are simply and solely ideas that incline towards the grave, ideas of a former age which are passing into dissolution and are ripe for dissolution.

During his earthly existence, the human being alternates in the states of consciousness, which we have already considered from many points of view during these days, between the states of complete waking, sleeping and dreaming. And I have just tried to explain the full significance of dreaming during the short lecture cycle at the delegates' meeting. Today, let us first ask ourselves the question: Is it part of the essential nature of man as an earthly being to live in these three states of consciousness?

We must be clear about the fact that within earthly existence, only man lives in these three states of consciousness. The animal lives in a fundamentally different cycle. The animal does not have the deep dreamless sleep that man has for the longest time between falling asleep and waking up. On the other hand, the animal does not have the complete wakefulness that man has between waking up and falling asleep. The animal waking state is actually somewhat similar to human dreaming. Only the conscious experiences of higher animals are more definite, more saturated, I might say, than the fleeting human dreams. But on the other hand, the animal is never unconscious to the same high degree as man is in deep sleep.

The animal therefore does not differ to the same extent from its surroundings as does man. The animal does not have an external world and an internal world in the way that man has them. If we translate into human language, the animal actually reckons, what lives as a dull consciousness in the higher animals, with its entire inner being to the outside world.

When an animal sees a plant, it does not initially have the feeling that there is a plant outside and that it is a closed being inside, but rather a strong inner experience of the plant, an immediate sympathy or antipathy. In a sense, the animal feels within itself what the plant expresses. That in our present age people are so little able to observe what does not reveal itself in a very crude way, this circumstance alone it is, which prevents them from simply seeing from the behavior, from the behavior of the animal, that it is as I have said.

Only man has this sharp, clear distinction between his inner world and the outer world. Why does man acknowledge an outer world? How does man come to speak of an inner world and an outer world at all? He comes to it through the fact that he is always outside his physical and etheric bodies with his I and with his astral body in the state of sleep, that he, so to speak, leaves his physical and etheric bodies to themselves in sleep and is with those things that are the outer world. During our state of sleep, we share the fate of external things. Just as tables and benches, trees and clouds are outside our physical and etheric bodies when we are awake, and we therefore call them the external world, so our own astral body and our own ego belong to the external world during sleep. And when we belong to the external world with our ego and our astral body during sleep, something happens.

To understand what is happening, let us first consider what actually happens when we face the world in a normal waking state. The objects around us are external to us. And gradually, human scientific thinking has come to recognize only that which can be measured, weighed and counted as certain for these physical things of the outside world. The content of our physical science is, after all, determined by weight, by measure, by number.

We calculate with the calculation operations that once applied to earthly things, we weigh the things, we measure them. And what we determine by weight, measure and number, that is actually given by the physical. We would not describe a body as physical if we could not somehow prove its reality with the scales. But that which, for example, colors are, that which sounds are, that which even sensations of warmth and cold are, that which is the actual sensory perceptions, that weaves so over the heavy, measurable, countable things. When we want to define any physical thing, what constitutes its actual physical essence is precisely what can be weighed and counted, and what the physicist actually only wants to deal with. Regarding color, sound and so on, he says: Yes, something is happening out there that also has to do with weighing or counting. — He himself says of the color phenomena: There are vibrations out there that make an impression on people, and people describe this impression as color when the eye determines it, as sound when the ear determines it, and so on. - Actually, one could say: the physicist today does not know what to do with all these things - sound, color, warmth and cold. He regards them simply as properties of what can be determined with the scales, with the measuring stick or by calculation. In a sense, colors adhere to the physical, sound breaks away from the physical, and warmth or cold undulate out of the physical. We say: that which has a weight, that asked for the blush, or it:st red.

When a person is in the state between falling asleep and waking up, it is different with the I and with the astral body. In this state, things are not there at all in terms of measure, number and weight. According to earthly measure, number and weight, things are not there. When we are asleep, we do not have things around us that can be weighed, strange as it may seem, nor do we have things around us that can be counted or measured directly. You could not apply a yardstick as I and as an astral body in a state of sleep. But what is there, if I may express it in this way, are the free-floating, free-weaving sensations. Only that in his present state of development, man does not have the ability to perceive the free-floating blush, the waves of the free-weaving sound, and so on.

If you want to draw a schematic picture of the matter, you could do it like this. [Here he begins to draw on the board] You could say: Here on earth we have tangible solid things, and the red, the yellow, that is, what the senses perceive in the physical world, adheres to these tangible solid things, so to speak. When we are asleep, yellow is a free-floating being, red is a free-floating being, not attached to such conditions of heaviness, but freely weaving and floating. It is the same with sound: it is not the bell that sounds, but the sound that weaves.

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And it is true that when we walk around in our physical world and see something, we pick it up; only then it is a thing, otherwise it could also be an optical illusion. Weight must be added. That is why one is so inclined to regard something that appears in the physical without it being perceived as heavy, such as the colors of the rainbow, as an optical illusion. If you open a physics book today, you will find that it explains that what you see is an optical illusion. What is actually real is the raindrop. And so you draw lines into it that actually mean nothing at all for what is there, but which you imagine through space; you then call them rays. But the rays are not there at all. Then one says: the eye projects that outwards. This projection is something that is used in physics today in a very strange way. So I take up the idea: we see a red object. To convince ourselves that it is not an optical illusion, we pick it up and it is heavy: this is how we verify its reality.

The one who now becomes aware in the I and in the astral body outside the physical and etheric body also finally comes to the conclusion that something like this is already there in this free-floating and free-weaving colored, sounding; but it is different. In a freely floating colored shape, there is a tendency to move out into the vastness of the world; it has an opposite gravity. These things on earth want to go down to the center of the earth [drawing, downward arrows], while those [upward arrows] want to go out freely into space.

And there is also something similar to a measure. You see it when you have, let's say, a small reddish cloud [plate 4], and this small reddish cloud is surrounded by a mighty yellow structure. Then you measure, but not with the scale, but qualitatively you measure with the red, with the stronger shining the weaker shining yellow. And just as the measuring rod tells you: that is five meters, so here the red tells you: if I were to spread out, I would enter the yellow five times. I have to expand, I have to become more powerful, then I will also become yellow. — So the measurements are made here.

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It is even more difficult to explain counting here, because in earthly counting we usually only count peas or apples that lie next to each other indifferently. And we always have the feeling that when we make two out of one, the one is actually quite indifferent to the fact that there is another two next to it. In human life it is already different; there it is sometimes the case that one is dependent on the two. But that also goes into the spiritual. But in actual physical mathematics, the units are always indifferent to what is associated with them. That is not the case here.

If there is a one of a certain kind somewhere, it requires any, say, three or five others, depending on the case [drawing, red dots and rings]. This always has an inner relationship to the others, there the number is a reality. And when consciousness begins to perceive what it is like to be out there with the ego and the astral body, then one also comes to determine something like measure, number and weight, but in an opposite way.

And then, when seeing and hearing out there are no longer a mere swimming and groping of red and yellow and sounds, but when one begins to perceive things in such an orderly way in there too, then the perception of the spiritual entities that actualize and realize themselves in these free-floating sensory perceptions begins. Then we enter into the positive spiritual world, into the life and activity of spiritual beings. Just as we enter into the life and activity of earthly things here on earth by determining them with the scales, with the measuring rod, with our calculations, so we enter into the comprehension of spiritual entities by acquiring the merely qualitative, opposite heaviness, that is, by wanting to expand with ease in space, measuring color by color and so on. These spiritual essences now also permeate everything that is outside in the realms of nature.

With the waking consciousness, the human being sees only the outer side of minerals, plants, and animals. But in what lives as spiritual in all these beings of the nature kingdoms, there the human being is when he sleeps. And when he then goes back into himself when he wakes up, then his I and his astral body retain, so to speak, the inclination, the affinity to external things and cause the person to recognize an external world. If the human being had an organization that was not designed for sleep, he would not recognize an external world. Of course it is not a matter of someone suffering from insomnia. For I am not saying that a person does not sleep, but that a person does not have an organization that is designed for sleeping. It is a matter of being attuned to something. That is why a person who suffers from insomnia becomes ill, because it is not suited to his nature. But that is just how things are: precisely because man dwells in sleep with what is in the outer world, with what he then calls his outer world when awake, he also comes to an outer world, to a view of the outer world.

This relationship of man to sleep gives the earthly concept of truth. How? Well, we call it truth when we can correctly recreate an external event within us, when we can correctly experience an external event within us. But for this we need the mechanism of sleep. We would have no concept of truth at all if we did not have the mechanism of sleep. So that we can say: we owe truth to the state of sleep. In order to devote ourselves to the truth of things, we must also spend a certain amount of time with them in our existence. Things only tell us about themselves when we are with them in our souls during sleep.

The dream state is different. As I explained to you in the short series during the delegates' meeting, the dream is related to memory, to the inner life of the soul, to that which lives primarily in memory. When the dream is a free-floating world of sound and color, we are still half outside of our body. When we completely submerge, the same forces that we unfold in the dream, weaving and living, become forces of memory. In this way we no longer differ from the outer world. Our inner life coincides with the outer world, we live so intensely in the outer world with our sympathies and antipathies that we do not perceive things as sympathetic or antipathetic, but the sympathies and antipathies themselves show themselves pictorially.

If we did not have the ability to dream and the continuation of this dream power within us, we would have no beauty. The fact that we have any predispositions for beauty at all is based on our ability to dream. For the prosaic existence, we have to say: we owe it to the power of dreaming that we have memory; for the artistic existence of man, we owe beauty to the power of dreaming. So: 'the state of dreaming is connected with beauty'. The way we perceive beauty and create beauty is very similar to the weaving force of dreaming.

We behave similarly when experiencing beauty and when creating beauty – only with the application of our physical body – as we behave outside of our physical body, or half-connected to our physical body, when dreaming. There is only a small gap between dreaming and living in beauty. And only because in today's materialistic time people are so coarse that they do not notice this gap, there is so little awareness of the full significance of beauty. In order to experience this free floating and weaving, one must necessarily devote oneself to it in dreams. Whereas when one surrenders to freedom, to the inner exercise of will, and thus lives after the jolt, one no longer has the sensation that it is the same as dreaming, because it is just the same, only with the application of the powers of the physical body.

People today will think long and hard about what was meant in older times when one said “chaos” [the word “chaos” is written on the blackboard]. There are many different definitions of chaos. In reality, chaos can only be characterized by saying: When a person enters a state of consciousness in which the experience of heaviness, of earthly measure, just ceases, and things begin to feel half light, but do not yet want to reach out into the world , but still maintain themselves horizontally, in balance, when the fixed boundaries dissolve, when the floating indeterminacy of the world is still seen with the physical body, but already with the soul-constitution of dreaming, then one sees chaos. And the dream is merely the shadowy approach of chaos to man.

In Greece, people still had the feeling that you can't really make the physical world beautiful. The physical world is just a necessity of nature, it is what it is. You can only make that beautiful which is chaotic. If you transform chaos into cosmos, then beauty arises. That is why chaos and cosmos are interchangeable terms. You cannot create the cosmos – which actually means the beautiful world – from earthly things, but only from chaos, by shaping chaos. And what you do with earthly things is merely an imitation in the substance of the shaped chaos.

This is the case with all artistic endeavors. In Greece, where mystery cults still had a certain influence, people still had a very vivid idea of this relationship between chaos and the cosmos.

But if you travel around in all these worlds - in the world in which man is unconscious when he is in a state of sleep, in the world in which man is half-conscious when he is in a state of dreaming - if you travel around everywhere: you will not find goodness. These beings that are in there have been predestined with wisdom from the very beginning of their lives. In them, you find ruling, weaving wisdom; in them, you find beauty. But there is no point in our, as terrestrial human beings, trying to get to know these entities and speak of goodness in them. We can only speak of goodness when there is a difference between the inner and outer world, so that the good of the spiritual world can or cannot follow.

Just as the sleeping state is truth, the dreaming state is beauty, so the waking state is goodness, assigned to the good [it is written on the board]. |

Sleeping state: truth
Dreaming state: beauty
Waking state: goodness

But that does not contradict what I have said in recent days, that when one leaves the earthly and comes out into the cosmos, one is led to drop even earthly concepts in order to speak of the moral order of the world. For the moral order of the world is just as predetermined, just as necessarily predetermined in the spiritual as causality is here on earth. It is just that there it is spiritual: the predetermination, the being-determined-in-oneself. So there is no contradiction.

But we must be clear about human nature: if we want to have the idea of truth, then we must turn to the state of sleep; if we want to have the idea of beauty, then we must turn to the state of dreaming; if we want to have the idea of kindness, then we must turn to the state of waking.

Thus, when a person is awake, he is not destined for his physical and etheric organism according to truth, but rather destined for goodness. So we must come to the idea of goodness all the more.

Now I ask you: What does contemporary science strive for when it wants to explain the human being? It does not want to ascend by explaining to the awake person the path from truth through beauty to goodness; it wants to explain everything according to an external causal necessity, which only corresponds to the idea of truth. One does not come to that which lives and weaves in man in an awakened state, but only to that which the sleeping person is at most. Therefore, if you read anthropological works today and do so with an awakened eye, awake to the soul peculiarities and forces of the world, then you get the following impression. You say to yourself: That is all very nice, what we are told by today's science about man. But what is this human being like, of whom science tells us? He is constantly lying in bed. He cannot walk. He cannot move. Movement, for example, is not explained at all. He is constantly lying in bed.

The human being that science explains can only be explained as a person lying in bed. There is no other way. Science only explains the sleeping human being. If you want to get him moving, you have to do it mechanically. That is why it is also a scientific mechanism. You have to introduce a machine into this sleeping human being that will get this lump up and moving when it is time to get up and put it back into bed in the evening.

This science, however, tells us nothing about the human being who walks around in the world, who lives and breathes, who is awake. For what sets him in motion is contained in the idea of kindness, not in the idea of truth, which we gain from external things. This is something that is given very little consideration. When a modern physiologist or anatomist describes the human being, one has the feeling that one would like to say: Wake up, wake up, you are asleep, you are asleep! — People get used to this state of sleep under the influence of this world view. And what I have always had to characterize: that people actually oversleep everything, that is because they are obsessed with science. Today, because the popular magazines report on everything everywhere, even the uneducated are obsessed with science. There have never been so many obsessed people as there are today, obsessed with science. It is quite peculiar how one has to speak when describing the real conditions of the present day. One has to use completely different tones than those that are currently in use.

And so it is when a human being is placed in an environment by the materialists. When materialism was at its height, people wrote books such as one that sounded in a certain chapter, which states: Man is actually nothing in himself. He is the result of the oxygen in the air, he is the result of the degree of cold or heat under which he is. He is actually - so ends this materialistic description - a result of every draft of air.

If you go along with such a description and imagine the person to be what the materialistic scientist describes, then it is in fact a highly neurasthenic person. The materialists have never described any other people. If they did not realize that they were actually describing people asleep, when they wanted to move on but had fallen out of step, they never described people as anything other than highly neurasthenic individuals who, due to their neurasthenia, are bound to die the very next day and who cannot live at all. For this epoch of science has never grasped the living human being.

There lie the great tasks which must lead men out of the conditions of the present back to such conditions under which the further life of world history is possible. What is needed is an advance in spirituality. The other pole must be found to what has been attained. What exactly has been attained in the course of the 19th century, which was glorious for the materialistic world view? What has been achieved?

In a wonderful way – it can be said quite sincerely and honestly – it has been possible to determine the external world in terms of measurement, number and weight as an earthly world. In this respect, the 19th century and the beginning of the 20th century have achieved something magnificent and tremendous. But the sensations, the colors, the sounds, they are all fluttering around in the indefinite. Physicists have completely stopped talking about colors and sounds; they talk about air vibrations and ether vibrations, which are neither colors nor sounds. Air vibrations are not sounds, but at most the medium through which sounds propagate. And there is no grasp of what the sensory qualities are. We must first come to that again. Actually, today we see only what can be determined by means of scales, measures, calculations. The rest has eluded us.

And if the theory of relativity also introduces the magnificent disorder described to you yesterday into what can be measured, weighed, counted, then everything becomes fragmented, everything diverges. But after all, this theory of relativity itself fails at certain limits. Not with regard to concepts – one does not escape the theory of relativity with earthly concepts; I have already discussed this elsewhere – but with reality one always escapes the concepts of relativity. For that which can be measured, counted, weighed enters into quite definite relationships with regard to measure, number and weight in the outer, sensory reality.

Once upon a time in Stuttgart, a physicist or a group of physicists took umbrage at the way the theory of relativity was treated by anthroposophists. Then, in a discussion, he demonstrated a simple experiment that it is actually immaterial whether I hold the matchbox and stroke the match: it will burn; or whether I hold the match and stroke the matchbox: it will also burn. It is relative.

Certainly, here it is still relative. And in relation to everything that is related to a Newtonian space, or to an Euclidean space, it is all relative. But as soon as that reality comes into consideration, which appears as heaviness, as weight, then it is no longer as easy as Einstein imagined, because then real conditions arise. Here one must really speak in paradoxes again. Relativity can be asserted if one confuses the whole of reality with mathematics and geometry and mechanics. But if one enters into the true reality, then that no longer works. After all, it is not just relative whether one eats the roast veal or whether the roast veal eats one! You can travel back and forth with the matchbox, but you have to eat the roast veal, you can't let the roast veal eat you. There are things that set limits to these relativity concepts. These things are such that if they are now told outwardly, one will say: There is not the slightest understanding for this serious theory. But the logic is already as I say it: it is no different, I cannot do it differently.

So it is a matter of seeing how, by taking into account weight – that is, what actually makes physical bodies – how, in reality, I might say, colors, sounds and so on cannot be accommodated anywhere. But with this tendency, something extraordinarily important is lost. Namely, the artistic element is lost. As we become more and more and more and more physical, the artistic element leaves us. No one today will find any trace of art in what the physics books describe. There is nothing left of art, everything must come out. It is indeed dreadful to study a physics book today if you still have any sense of beauty. Because everything that beauty is woven from, color and sound, is outlawed, and only recognized when it adheres to the heavy things, precisely because of that, art is no longer important to people. Today it is no longer important to anyone. And the more physical people become, the less artistic they become! Just think about it: we have a great physics. There is truly no need to rebuke opponents who say, in the field of anthroposophy, that we have great physics. But physics thrives on the denial of the artistic. It thrives on the denial of the artistic in each individual, because it has arrived at a way of treating the world in which the artist no longer cares about the physicist.

I don't think, for example, that the musician today attaches much importance to studying the physical theories of acoustics. It's too boring for him, he doesn't care. The painter also doesn't like to study the terrible color theory that is contained in physics. He usually turns, if he cares about colors at all, to Goethe's color theory. But that is wrong, according to physicists. Physicists turn a blind eye and say: Well, it's not so important whether the painter has a correct or a false theory of colors. It just so happens that under today's physical world view, art must perish. Now we have to ask ourselves the question: Why was there art in older times?

If we go back to very ancient times, to the times when people still had an original clairvoyance, it was the case that people did not notice so much of measure, number and weight in earthly things. They did not care so much about measure, number and weight, they were more devoted to the colors, the sounds of earthly things.

Just think that chemistry has only been calculating with weight since Lavoisier; that is a little more than a hundred years! Weight was only applied to a world view at the end of the 18th century. The consciousness that everything must be determined according to earthly measure, number and weight was simply not present in the older humanity. One was devoted to the color carpet of the world, the weaving and undulation of sound; one was devoted not to the vibrations of the air, but to the undulations and weaving of sound. One lived in it, even by living in the physical world.

But what possibilities did one have by living in this sensual perception free of heaviness? It gave one the possibility, for example, when one approached a person, not to see the person at all as one sees him today, but one looked at the person as a result of the whole universe. Man was more a confluence of the cosmos. He was more of a microcosm than what stands within his skin on this small patch of earth, where man stands. Man was thought of more as an image of the world. The colors flowed together from all sides, giving man his colors. The harmony of the world was there, resonating through man, giving man his form.

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And humanity today can hardly understand the way in which the ancient mystery teachers spoke to their students. Because if someone today wants to explain the human heart, they take an embryo and see how the blood vessels expand, and how a tube initially forms and then the heart gradually takes shape. No, the ancient mystery teachers didn't talk to their students like that! That wouldn't have seemed much more important to them than knitting a sock, because after all, the process looks very similar. On the contrary, they emphasized something else as being tremendously important. They said: The human heart is a result of the gold that lives everywhere in the light and that streams in from the universe and actually forms the human heart. They had the ideas: The light weaves through the universe, and the light carries the gold [see drawing]. The gold is everywhere in the light, the gold weaves and lives in the light. And when a person is in their earthly life, then their heart – you know, after seven years it changes – is not built from the cucumbers and lettuce and roast veal that a person has eaten in the meantime, but these old teachers knew: it is built from the gold of the light. And the cucumbers and the salad are only the stimulus for the heart to build itself up out of the light-woven gold of the whole universe.

Yes, people spoke differently, and one must become aware of this contrast, for one must learn again to speak in this way, only on a different level of consciousness. For example, what once existed in the field of painting, which then disappeared, where one still painted from the universe because one did not yet have the gravity, that has left its last trace - let us say, for example, with Cimabue and especially with the icon painting of the Russians. The icon is still painted from the external world, from the macrocosm; in a sense, it is a section of the macrocosm. But then one arrived at a dead end. One could not go further because this view simply no longer exists for humanity. If one had wanted to paint the icon with an inner part, not just out of tradition and prayer, then one should have known how to treat gold. The treatment of gold in the picture was one of the greatest secrets of ancient painting. To bring out what is human in the background of gold, that was ancient painting.

There is an enormous gulf between Cimabue and Giotto. For Giotto had already begun to do what Raphael would later take to a particularly high level. Cimabue still had tradition, but Giotto was already becoming a naturalist. He realized that tradition was no longer coming to life in the soul. Now you have to take the physical human being; now you no longer have the universe. You can no longer paint out of gold, you have to paint out of the flesh.

This has finally come to the point that, after all, painting has passed over to what it had in many ways in the 19th century. The icons, they have no heaviness at all, the icons have “shone in” from the world; they have no heaviness. You just can't paint them anymore today, but if you painted them in their original form, they would have no weight at all.

Giotto was the first to paint things in such a way that they had weight. From this it became that everything that is painted also has weight in the picture, and one then paints it from the outside; so that the colors relate to what is painted, as the physicist explains that the color arises on the surface through some special wave vibration. Art, in the end, also reckoned with weight. Giotto began it in an aesthetic-artistic way, and Raphael then brought it to the highest level.

So that one can say: The universe has departed from man, and the heavy man became that which one could only see. And because the feelings of the old days were still there, the flesh became as little heavy as possible, but it became heavy. And so the Madonna was created as the opposite of the icon: the icon, which has no weight, the Madonna, which has weight, even if she is beautiful. Beauty has been preserved. But icons cannot be painted at all, because man does not experience them. And it is an untruth when people today believe that they experience icons. That is why the icon culture was immersed in a certain sentimental untruth. This is a dead end in art, it becomes schematic, it becomes traditional.

Raphael's painting, painting that is actually based on what Giotto did with Cimabue, this painting can only remain art as long as the old splendor of beauty still shines on it. To a certain extent, it was the sunny Renaissance painters who still felt something of the gold weaving in the light and at least gave their pictures the radiance with which the gold weaving in the light made them shine from the outside.

But that came to an end. And that is how naturalism came about. And so today, in terms of art, humanity is caught between two stools on the ground, between the icon and the Madonna, and is dependent on discovering what pure weaving color and pure weaving sound is, with their opposite weight, opposite to measurability, to weighable countability. We must learn to paint from color. Even if we approach this today tentatively and poorly, it is our task to paint from color, to experience color itself, detached from the heaviness of experiencing color itself. In these things, one must be able to proceed consciously, also artistically consciously.

And if you look at what has been achieved in the simple attempts at our programs, you will see that, even if it is only a beginning, a start has been made to free colors from heaviness, to experience color as an element in itself, to make colors speak. If we succeed, then, in contrast to the unartistic physical world view that allows all art to evaporate, an art is created from the free elements of color and sound that is free from heaviness.

Yes, we are also sitting between two chairs, between the icon and the Madonna, but we have to get up. Physical science will not help us here. I have told you: one must always remain lying down if one applies only physical science to the human being. But now we must get up! For that we really need spiritual science. This contains the element of life that carries us from heaviness to the weightless color, to the reality of color, from the very bondage in musical naturalism to the free musical art and so on.

In all areas, we see how it is about a rousing, about an awakening of humanity. That is it, that we should take up this impulse to awaken, to look out, to see what is and what is not, and everywhere the challenges lie to move forward. That is why I really had to conclude with just such reflections, as I have brought to you, both at the delegates' meeting and now in these days, before this summer break, which is due to the English trip. These things are already getting to the nerve of our time. And it is necessary that one lets the other shine into our movement, as I have tried to hint at.

I have described how the modern philosopher has come to admit: What does this intellectualism lead to? Building a giant machine that you place in the center of the earth to blast the earth out into all the spaces of the universe! He admitted that this is the case. The others do not admit it to themselves!

And so I have tried in the most diverse places – for example, when I showed you yesterday how the concepts that were still there thirty or forty years ago are now being dissolved by the theory of relativity, simply melting away like snow in the sun – I have tried to show you how everywhere you look there are calls to really strive towards anthroposophy. For, as the philosopher Eduard von Hartmann says: If the world is as we have to imagine it – that is, as he imagines it in the 19th century – then we must actually, because we cannot endure it in it, blow it up into space, and it is only a matter of our being so far that we can carry it out. We must long for the time when we can blast the world into all the expanses of the universe. Before that happens, relativists will have ensured that people no longer have any concepts! Space, time, movement dissolve, then one can already fall into such despair that under certain conditions one already sees the greatest satisfaction in this blasting out into the whole universe. But you just have to familiarize yourself with what lies as certain impulses in our time.

That is what has caused the last lectures to be held in the way they have been: where external culture shines into our ranks. They were also an invitation to open our eyes. And I tried to shape these lectures in such a way that they show what it means: the Anthroposophical Society should make every effort to get out of sectarianism, to get beyond sectarianism.

My dear friends, I am sorry to have to say goodbye to you for a few weeks with these words, but I would like you to use this time to reflect on how to get out of this sectarianism! Otherwise, the situation will arise that the Anthroposophical Society will get more and more into sectarianism. And there are strong tendencies not to throw off the sectarianism, but to sail right into the sectarian nature.

How it is possible to avoid sectarianism is something that must occupy our feelings. And I wanted to touch on this point very briefly because it is extremely necessary to do so. I wanted to draw attention to the fact that, in these last lectures, I have tried to speak in such a way that, so to speak, we look out into the world everywhere, that there is no spinning into a sect, but a life in the world with open eyes, with a practical mind, an inner connection with the world. This is entirely compatible with the utmost immersion in the spiritual. That is why I told you that today a person must even know that there may be an Indian today, Rãmanãthan, who looks at European culture and says to the Europeans: Let yourselves be taught about the Jesus of India, because you understand nothing about Jesus Christ. We only understood the matter when we started reading the New Testament.

If we allow ourselves to become ensnared in such sectarianism, as there were strong tendencies towards during the delegates' meeting, then we will not achieve the great task of anthroposophy in the present, and this must be achieved, because 'it is a human task.

Having said this, I would like to take leave of you for a few weeks and we will announce the next events in due course. In the next few weeks, lectures and eurythmy performances will take place at various locations in England.

So we want to prepare ourselves for a summer break in such a way that during this summer break we let our hearts be particularly alert to the right feeling of how we should feel so that the development of humanity can continue in the right way.

Dr. Steiner: Today, we want to have our agreed-upon discussion with Dr. Kolisko on health in the school. I will not go into the details of treating students because there are a number of principle things we need to present first. They will form the basis for further work that must also occur. We will proceed, then, by selecting some typical cases that could arise here. You will also have an opportunity to ask questions about specific cases.

I would first like to draw your attention to the fact that all of our Waldorf School pedagogy has a therapeutic character. The entire teaching method is itself oriented toward healing the child. If you create a pedagogy that does the proper thing during childhood, then educating children takes on a healing aspect. In particular, if we properly handle the child as an imitative being before the change of teeth, then use authority properly, and then appropriately prepare the child to form judgments, all of that will have a thoroughly health-giving effect upon the child’s organism.

It is fundamentally necessary that the direction of our behavior at school be hygienic. That is, that the teacher, in flesh and blood, has penetrated the three aspects of the human organism. The teacher should have an instinctive feeling for each child, that is, for whether one of the three aspects of the human organism, the nerve-sense system or the rhythmic system or the metabolic -limb system, predominates, and for whether we need to stimulate one of the other systems in order to balance a harmful lack of balance in the other systems.

For that reason, we will look at the threefold human being in a way particularly important for the teacher. We have the nervesense system. We can properly understand that only if we are aware that there is a regularity in the nerve-sense system that is not subject to the physical and chemical laws of earthly matter. We need to be aware that the human being rises above the laws of earthly matter through the nerve-sense system. The form of the nerve-sense system is completely the result of prenatal life. The human nerve-sense system is received by the human being in accordance with pre-earthly life. The nerve-sense system is thus capable of independently developing all activities related to the spirit-soul, because all material laws of the nerve-sense system are removed from earthly matter.

The case is exactly the opposite with the metabolic-limb system. Of the three human systems, the metabolic-limb system depends most upon external material processes. When people understand the earthly processes playing out in physics and chemistry, they also understand which processes continue within the human being, at least to the extent that human beings have a metabolic- limb system. However, they learn nothing about the laws of the nerve-sense system.

The rhythmic system lies between these two and, in a certain way, naturally balances the two extremes.

These things form quite individually within every human being. This is particularly true of children. The activity of one system always predominates over the others, and we need to do what is necessary to create a balance. For that, we must have a capacity to really listen to how children express themselves, so that expression can become a revelation of what we need to do with the child in order to help it achieve a completely harmonious health. It is important that we become clear about the fact that, for example, we can have a beneficial effect upon the nerve-sense system by adding the proper amount of salt to the foods the children eat. Thus, if we notice that a child tends to be inattentive, to be flighty and turn away from what you present, that the child is what we might call too sanguine or too phlegmatic, we will need to see to it that we strengthen the child’s pictorial forces so that he or she becomes better able to pay attention to the outer world. We can do that by providing the child with more salt. If you have, for instance, children who are inattentive or who tend to wander, then, if you look into the matter, you will find that the child’s organism does not properly process salt.

In more severe cases, it will often not be enough to simply suggest putting more salt into the child’s food. You will notice that because of some lack of knowledge, or perhaps inattentiveness, the parents salt the food too little. There, you can help with such suggestions. It is, on the other hand, also possible that the child’s organism refuses to accept salt. In such cases, you can help achieve the proper intake of salt by using a very dilute dosage of lead compounds. Lead is what, to a certain extent, enlivens the human organism to properly process salt. Of course, if you go beyond that boundary, the organism will become ill. What is important is to achieve the proper limit, which you may notice when a child has the first traces of a tendency for mental dysfunction. That is something many children have. You will then see that you will have to bring the whole healing process into line with what I have just described.

It is certainly a major deficiency that many educational systems pay no attention to such things as, for example, the external appearance of the children. You can stand in front of a school and see both large and small-headed children. We should treat those children with larger heads, in general, in the way I just presented. Those with small heads should not be treated that way, but in a way I will shortly describe. In those children with a physically oversized head, you will be able to find what I have just described as deficiencies, namely, lack of attention or a too-strongly developed phlegma. Now, however, we have all those children who have the contrasting tendency, that is, those whose limb-metabolic system is not sufficiently active throughout their being. Of course, such children feed their organic metabolism, but what the metabolism should be for the human organism does not sufficiently extend throughout their entire being. External observation of such children shows that they like to brood over things, but that they are also very strongly irritated by external impressions, that is, they react too strongly to external impressions. We can help such children improve throughout their entire organic system by taking care that they receive the proper amount of sugar.

You should also study the development of children in the following way. There are parents who overfeed their young children with all kinds of candy and so forth. When such children come to school, from the perspective of the soul and spirit, and thus also physically, they are concerned only with themselves. They sit and brood when they do not feel enough sugar in their organism. They become nervous and irritated when they have not had enough sugar. You need to pay attention, because when such children have too little sugar for a period of time, their organism slowly decays. The organism becomes fragile, the tissue becomes brittle, and they slowly lose the capacity to properly process even the sugar in their food. For that, you need to take care to properly add sugar to their food. Nevertheless, the organism may, in a sense, refuse to properly process sugars. In that case, you again need to assist the organism by giving a small dose of silver.

Now you see how, for the teacher, the spirit-soul life of the child can become a kind of symptomatology for the proper or improper functioning of the body. If a child shows little tendency for differing imaginations, if the child simply tosses everything together in a fantasy, if it cannot properly differentiate, then the nerve-sense system is not in order. In your attempts to teach the child to differentiate, you have at the same time a symptom indicating that the nerve-sense system is not in order, and you must, therefore, do what I just described.

If a child shows too little capacity for synthetic imagining, that is, for constructive imagining where the child cannot properly picture things, if he or she is a little barbarian in art, something common in today’s children, that is a symptom that the metabolic-limb system is not in order. You must, therefore, provide assistance in the other direction, in the area of sugar. From a hygienic therapy perspective, it is very important that you look at whether differentiating imagination or analytical imagination or artistic synthetic imagination is missing in the child.

There is now something else. Imagine you have a child whose analytical imagination is clearly missing. That could also be a sign that the child is directing his or her astral body and I too much away from the nerve-sense functions. You must, therefore, see to it that the child’s head is cooled in some way, for instance, that you give the child a cool wash in the morning.

You should not underestimate such things. They are extremely important. You should certainly not see it as a kind of deviation into materialism to advise the parents of a child who shows no capacity for painting or music to give the child a warm stomach wrap two or three times per week, so that the child has it on overnight.

People today have too little respect for material measures, and they overestimate abstract intellectual measures. We can attempt to correct that modern, but incorrect, perspective, by attempting to show that the divine powers have used their spirit for the Earth in order to fulfill everything materially. Godly powers allow it to be warm in summer and cold in winter. Those are spiritual activities accomplished by divine powers through material means. Were the gods to attempt to achieve through human education, through an intellectual or moral instruction, what they can achieve by having human beings sweat in the summer and freeze in the winter, then they would be incorrect. You should never underestimate the effects of material means upon children. You should always keep them in mind.

There is also another symptom for the same organic problem that arises when there is a deficiency in synthetic thinking, namely, children become pale. Children are often pale in school. We can handle that similarly to the condition of the astral body not being properly integrated into the metabolic-limb system. You can improve the paleness of children through the same means, because when you give a child, say, a warm stomach wrap, it sets the entire metabolic-limb system into motion so that the full metabolism develops greater activity throughout all systems of the organism.

If that system develops too strongly, so that you need to make only a small remark to a child and he or she immediately gets a red face and is terribly annoyed, treat that in exactly in the same way as when the astral body and the I are not properly integrated into the nerve-sense system. In that case, you need to give the child’s head a cool washing in the morning.

It is extremely important for the teacher to be able, in a sense, to foresee the child’s state of health and act preventively. Of course, there is much less thanks for that than when you heal when the illness already exists, but for children it is much more important.

Now, of course, things that have been used upon a child’s organism to direct a process in one direction or another may need to be subdued. If you treat a child for a time with lead in the way I described, you will need to stop the process at a later time. If you have, for instance, treated a child for a time with lead and have accomplished what you wanted, it would be good to treat that child with some copper compound for a short time, so that nothing remains of the lead process. If you found it necessary to treat a child with silver for a period, you should later treat him or her with iron, so that the inner process is arrested.

There is one more thing I want to say. If you notice a child is, in a sense, lost in its organism, that is, does not have the requisite inner firmness—for example, the child suffers a great deal from diarrhea or is clumsy when moving its limbs, so that it dangles its arms and legs when picking up things and then lets them fall again—such things are the first symptoms of what will develop into processes that strongly affect the person’s health later in life. You should never ignore it when a child often has diarrhea or urinates too much or picks things up so clumsily that they fall again or shows any kind of clumsiness in grasping objects. You should never simply ignore such things. A teacher should always keep a sharp eye open for such things as, for example, whether a child dexterously or clumsily holds a pencil or chalk when writing upon the board. In that way, you can act as a hygienic doctor. I mention these things because you cannot accomplish very much by simply reprimanding the child. Only someone who is always active in the class can affect anything. On the other hand, you can achieve a great deal through external therapeutic means. If you give the child in such a case a small dose of phosphorus, you will see that it will become relatively easy to reach the child with reprimands about clumsiness, even with organic weaknesses of the sort I just described. Give the child phosphorus, or if the problem is deeper, for example, when the child tends toward flatulence, use sulfur. If the problem is more visible outwardly, then phosphorus. In such cases, suggest to the parents that they should feed the child foods connected with colorfully flowering plant blossoms. Speaking in an extreme case, suppose a child often wets the bed. Then you can accomplish a great deal through a therapeutic treatment with phosphorus, but still more by working with the diet. Suggest adding some paprika or pepper to the food as long as the condition persists. You will need to determine that based upon the child’s further development.

In such questions, it is absolutely necessary that members of the faculty work together properly. We are in the fortunate situation of having Dr. Kolisko as the medical member of our faculty, and we should not undertake such therapies without speaking with him first, since a certain understanding of chemical and physiological things is necessary to arrive at the correct opinion. Nevertheless, every teacher needs to develop an eye for such things.

I once again need to take this opportunity of mentioning that in teaching it is of primary importance to take care to bring the nerve-sense system and the metabolic-limb system into a proper balance. When that is not done, it shows up as irregularities of the rhythmic system. If you notice the slightest inclination toward irregularity in breathing or in the circulation, then you should immediately pay attention to it. The rhythmic system is the organic barometer of improper interaction between the head and the limb-metabolic system. If you notice something, you should immediately ask what is not in order in the interaction of these two systems, and second, you should be clear that in teaching you need to alternate between an element that brings the child to his or her periphery, to the periphery of the child’s body, with another element that causes the child to withdraw within. Today, I cannot go into all the details of a hygienic schoolroom; that is something we can speak of next time.

A teacher who teaches for two hours without in some way causing the children to laugh is a poor teacher, because the children never have cause to go to the surface of their bodies. A teacher who can never move the children in such a way as to cause them to withdraw into themselves is also a poor teacher. There must be an alternation, grossly expressed, between a humorous mood when the children laugh, although they need not actually laugh, but they must have some inner humorous feeling, and the tragic, moving feeling when they cry, although they do not need burst into tears, but they must move into themselves. You must bring some life into teaching. That is a hygienic rule. You must be able to bring humor into the instruction.

If you bring your own heaviness into class, justified as it may be in your private life, you should actually not be a teacher. You really must be able to bring the children to experience the periphery of their body. If you can do it in no other way, you should try to at least tell some funny story at the end of the period. If you have caused them to work hard during the period on something serious, so that their faces are physically cramped from the strain on their brains, you should at least conclude with some funny story. That is very necessary.

There are, of course, all kinds of possibilities for error in this regard. You could, for example, seriously damage the children’s health if you have them work for an entire period upon what is normally called grammar. You might have children work only with the differences between subject, object, adjective, indicative, and subjunctive cases, and so forth, that is, with all kinds of things in which the child is only half-interested. You would then put the child in the position that, while determining whether something is in the indicative or the subjunctive case, the child’s breakfast cooks within the child, uninfluenced by his or her soul. You would, therefore, prepare for a time, perhaps fifteen or twenty years later, when genuine digestive disturbances or intestinal illnesses, and so forth, could occur. Intestinal illnesses are often caused by grammar instruction. That is something that is extremely important. Certainly, the whole mood the teacher brings into school transfers to the children through a tremendous number of very subtle connections.

A great deal has been said on various occasions during our earlier discussions on this topic. The inner enlivening of our Waldorf School teaching still requires considerable improvement in that direction. Even though I might say something positive, I would nevertheless emphasize that it is highly desirable, even though I am aware that we cannot always achieve ideals immediately, for Waldorf teachers to teach without preconceptions. teachers should really be so prepared that they can give their classes without preconceptions, that is, that the teacher does not need to resort to prepared notes during class. If the teacher needs to look at prepared notes to see what to do, the necessary contact with the students is interrupted. That should never occur. That is the ideal. I am not saying this just to complain, but to make you aware of something fundamental. All these things are hygienically important. The mood of the teacher lives on in the mood of the children, and for that reason, you need to have a very clear picture of what you want to present to the class. In that way, you can more easily help children who have metabolic difficulties than if you had the children sit in a classroom and taught them everything from a book.

It is a fact that in earlier periods of human development, teaching was generally understood as healing. At that time, people understood the human organism as tending to cause illness itself and knew that teaching brought a continual healing. It is extraordinarily good to become aware that, in a certain sense, every teacher is a doctor for the child.

In order to have healthy children in school, teachers must know how to overcome themselves. You should actually attempt to keep your private self out of the class. Instead, you should picture the material you want to present during a given class. In that way, you will become the material, and what you are as the material will have an extraordinarily enlivening effect upon the entire class. teachers should feel that when they are not feeling well, they should, at least when they are teaching, overcome their ill feeling as far as possible. That will have a very favorable effect upon the children. In such a situation, teachers should believe that teaching is health-giving for themselves. They should think to themselves that while teaching, they can move away from being morose and toward becoming lively.

Imagine for a moment you go into a classroom, and a child is sitting there. After school, the child goes home. At home—of course, I am referring to a different cause, I am not saying the teaching would cause this—the child needs to be given an emetic by the parents. Of course, that could not have been caused by the instruction given by Waldorf teachers, that would only occur in other schools. However, if you went into a class with the attitude that teaching enlivens me and brings me out of my morose state, you could spare the child the medicine. The child can digest better when you have the right attitude in the classroom. In general, a moral attitude of the teacher is significantly hygienic.

This is what I wanted to say to you today. We will continue to work on this later.

Is there anything in particular you would like to ask me now?

A teacher: I had wondered about how the three systems relate to the temperaments.

Dr. Steiner: Phlegmatic and sanguine temperaments are connected with the nerve-sense system; choleric and melancholic with the metabolic system.

A teacher: You spoke of flighty children having large heads. In my class, I have a very flighty child with a small head.

Dr. Steiner: A small head is connected with brooding and reflecting, whereas large-headed children are more flighty. If that is not the case, your judgment is incorrect. A small-headed child who is very flighty has not been evaluated from the proper perspective. You can orient yourself with these things. You first need to look at the nature of the child from the proper perspective. Show me the child some time. It is possible to mistake a child’s brooding for superficiality. It is possible that the brooding is hidden behind a kind of superficiality. That is easily possible with children. A teacher: Is this description valid for a specific age?

Dr. Steiner: It is valid until approximately the age of seventeen or eighteen.

A teacher asks about a girl in one of the upper grades who often wants to drink vinegar.

Dr. Steiner: You can understand that by seeing that the child has absolutely no tendency toward concentration. She lacks a capacity for concentration, but now and then she has to concentrate upon something, not because of outside demands, but from her own organism. She wants to rid herself of that requirement by drinking vinegar. She simply cannot concentrate, so the physical body demands it sometimes. She tries to overcome it by drinking vinegar, but you should not allow it.

A teacher: How can we work with children who absolutely cannot concentrate?

Dr. Steiner: With such children it might not be so bad if you tried to give them something moderately sweet, that is, to put them more on a sweet, rather than a salty, diet.

A teacher asks about a girl in the first grade.

Dr. Steiner: First try to get the parents to give her a warm stomach wrap, perhaps even a little damp, for a longer period, so that the astral body becomes more firmly seated in the limb-metabolic being. Silver would be the right remedy for her. For her, much depends upon getting the metabolic-limb system to take over the activities of the astral body. Give her silver and stomach wraps. She is a child who does not live in herself and is not in her metabolism at all. You need to have the entire picture when attempting to treat specific cases.

The school doctor: I thought we would arrange things later on so that I can see the children everyday.

Dr. Steiner: Today, I was speaking specifically about children’s organisms. Perhaps it would be good go through this again in relation to the physicians’ course, so we could be more specific.

We now have a report about the new administrative organization.

A teacher: I wrote the report about what we decided at the last meeting. It contains the results of the work of the preparatory committee. The other things we need to do are the concern of the administrative committee.

Dr. Steiner: Perhaps it would be good if faculty members said something about any of the individual points they think we need to speak about.

Current committee administrator: I think it is important that we work toward a new attitude in our meetings. There should be no one here who thinks the meetings are not necessary. The indifference we now bring to our meetings must disappear. I think we could bring an attitude to the meetings that would give them some meaning. I think our meetings would then have something that was much stronger earlier, when the effects of the seminar were still active in us. This is not a new thought. We will try to leave the concerns of the administrative committee outside the meetings.

The parents have asked for a lecture.

Dr. Steiner: We first must work with the Anthroposophical Society so that it can continue to exist, so we will have to put that off. I feel like I have contracted lockjaw from the bad attitude toward the meetings.

A teacher: We should not present things to the full plenum that we can easily take care of in private discussions. Bad forces have taken over the meetings. I have given some thought to how we could form the meetings so that only good forces are present.

Dr. Steiner: As in all such things, those who are most dissatisfied with our gatherings could do the most toward making them better by personally trying to make them better. If the meetings appear ugly, couldn’t you try to make them as nice as possible? If you notice they are difficult for you, and that you need to rid yourself of something after the meeting, then the situation will be better if you behave so that others will feel good when they leave. At the next meeting, you will also feel better. We should not ask anything from the meetings, but rather believe we should give. It is not very fruitful to criticize such things; instead try to improve things in yourself.

Much of what you have said concerns the interactions of faculty members and really requires much more consideration than you give it. We can say that, aside from some individual things that need improvement, the teaching has been very satisfactory recently. It has greatly improved. In contrast, there is a certain coldness, a kind of frigidity, in the interactions between faculty members. The meetings can create a bad atmosphere only if that coldness becomes too great. We can counteract that by working with the interactions between teachers.

When you say you cannot meet one another at the meetings, that seems rather strange to me in a group that is together from morning to night and sees one another during every break. During every break you have an opportunity for smiling at one another, for speaking in a friendly way to each other, for exchanging warmth. There are so many opportunities for developing a certain kind of vivacity, that I cannot understand why you need to do that only in the meetings. In the meetings, we should each present our best side. The problem is that you simply pass by one another and do not smile enough at each other. We can certainly speak the truth bluntly to one another, as that aids digestion and hurts nothing when said at the proper time. On the other hand, though, our relationships must be such that each one knows that the others feel that way about me not only because I am sympathetic or unsympathetic, but also because I am a teacher in the Waldorf School. That is something that is generally necessary in anthroposophy here in Stuttgart. Here, people meet one another in the Anthroposophical Society in just the same way as they would anywhere else, but what is necessary is that they meet one another in a certain way because the other is also an anthroposophist. teachers should meet one another in the Waldorf School in just the same way. That gives a special tone in every expression made during the school breaks, whether smiling or making accusations. I see too many sour faces. We need to pay more attention to that.

That is why I got a kind of lockjaw when there was so much discussion about the bad atmosphere in the meetings, because it meant that there must be a bad attitude toward one another, or an attitude of indifference. I cannot understand why there isn’t an atmosphere of great happiness when all the Waldorf teachers sit around one table. The proper attitude would be to think to ourselves, we haven’t had a meeting for a week, but now I am so happy to be able to sit with everyone again. When I see that is not the case, I get a kind of cramp. There should be no Waldorf teachers who do not look on the others with good intent. We do not need to resolve questions of conscience here in the plenum. When we have such relationships between members of the faculty, we can certainly take care of those questions individually. I can easily imagine everything moving quite smoothly.

It would certainly be quite nice if the teachers met now and then for a picnic. Each of you should try to make the meetings as lively as possible for everyone, so there is no need to complain. If someone thought of complaining, they should change their thought into asking, “What should I do so that things are better next time?” Otherwise, they would be a kind of outcast, and they would be that only if they had a bad attitude toward the meetings. Are there any other malcontents?

A teacher: The problem of discipline is continually discussed without any positive conclusion.

Dr. Steiner: In general, there are a number of things we could object to regarding discipline in the lower grades, but in the upper grades there is not so much. I do not know how you could expect to have better behaved children. They are just average children. Aside from the fact that the children in the lower grades need to be more active, I can only say that, in a certain sense, I have seen classes that are really very good in regard to discipline. This question of discipline can be a cause of distress forever, and if it were, we would have to discuss it continually. We cannot have the attitude that we do not want to discuss the question of discipline in our meetings simply because it is unpleasant. That is exactly why we do need to discuss it. I would like to mention a concern about discipline that has a kind of legendary significance. This may be important only outside of the school, in the [Waldorf-Astoria] Company. Many of you may think this is not a question for our meetings, but I do not know which members of the faculty I would call together to discuss this problem. In this question, we do not need to point to one person or another.

There may be teachers in the Waldorf School who slap the children, and so forth. That is something I would like to take care of in private discussions. I have heard it said that the Waldorf teachers hit the children, and we have discussed that often. The fact is, you cannot improve discipline by hitting the children, that only worsens things. That is something you must take into account. Perhaps no one wants to say anything about this, but my question is whether that is simply a story that has been spread like so many other lies, or have children, in fact, been slapped in the Waldorf School? If that has occurred, it could ruin a great deal. We must hold the ideal of working without doing that; discipline will also be better if we can avoid it.

A teacher: I teach English to the eighth grade, and I found the discipline there terrible.

Dr. Steiner: What do you as the class teacher have to say? The teacher reports.

Dr. Steiner: It would be pedagogically incorrect if we did not take the personal relationship to the children into sufficient account. It is certainly difficult to create, but you must create it and you can create it in individual cases. You should, however, remember that our language instruction is extremely uneven. In spite of the fact that we have a Waldorf pedagogy, there is, for example, sometimes too much grammar in the classes, and the children cannot handle that. Sometimes I absolutely do not understand how you can keep the children quiet at all when you are talking, as sometimes happens, about adverbs and subjunctive cases and so forth. Those are things for which normal children have no interest whatsoever. In such instances, children remain disciplined only because they love the teacher. Given how grammar is taught in language class, there should be no cause for any complaints in that regard. We can really discuss the question only if all the language teachers in the Waldorf School meet in order to find some way of not always talking about things the children do not understand. That, however, is so difficult because there are so many things to do. What is important is that the children can express themselves in the language, not that they know what an adverb or a conjunction is. They learn that, of course, but the way such things are done in many of the classes I have seen, it is not yet Waldorf pedagogy. That is, however, something we need to discuss here in the meetings. There are so many language teachers here and each goes their own way and pays no attention to what the others do, but there are many possibilities for helping one another. I can easily imagine that the children become restless because they do not know what you expect of them. We have handled language class in a haphazard way for too long.

A teacher: We language teachers have already begun.

Dr. Steiner: Recently, I was in a class and the instruction had to do with the present and imperfect tenses. What do you expect the children to do with that when it is not taught in Latin class? How should they understand these expressions? You need to feel that there is so much that is not natural to human beings, particularly in grammar. It is clear that in schools where discipline is maintained through external means, discipline is easier to maintain than where the children are held together through the value of the instruction. I am not saying that such expressions as present and indicative should be done away with, but that you should work with them in such a way that the children can do something with them. What I noticed was that the children did not know what to do with such expressions.

A teacher: There is examination fever in the highest grade. The middle grades are missing the basics.

Dr. Steiner: That is not what they are missing. Look for what they are missing in another area. That is not what they are missing! It is very difficult to say anything when I am not speaking about a class in a specific language, since I find them better than the grammar instruction. Most of our teachers teach foreign languages better than they teach grammar. I think the main problem is that the teachers do not know grammar very well; the teachers do not carry a living grammar within them. Please excuse me that I am upset that you now want to use our meeting to learn grammar. I have to admit that I find the way you use grammar terms horrible. If I were a student, I certainly would not pay attention. I would be noisy because I would not know why people are forcing all of these things into my head. The problem is that you do not use time well, and the teachers do not learn how to acquire a reasonable ability in grammar. That, then, affects the students. The instruction in grammar is shocking, literally. It is purely superficial, so that it is one of the worst things done at school. All the stuff in the grammar books should actually be destroyed in a big bonfire. Life needs to come into it. Then, the problem is that the students do not get a feeling for what the present or past tense is when they really should have a lively feeling for them. The genius of language must live in the teacher. That is also true for teaching German. You torture the children with so much terminology. Do not be angry with me, but it is really so. If you used mathematical terminology the same way you do grammatical terminology, you would soon see how horrible it is. All your horrible habits do not allow you to see how terrible the grammar classes are. This is caused by the culture that has used language to mistreat Europe for such a terribly long time, it has used a language that was not livingly integrated, namely, Latin. That is why we have such a superficial connection to language. That is how things are. The little amount of spirit that comes into grammar comes through Grimm, and that is certainly something we need to admire. Nevertheless, it is only a little spirit. As it is taught today, grammar is the most spiritless thing there is, and that gives a certain color to teaching. I must say there is much more to it than what we do. It is just horrible. We cannot always have everything perfect, which is why I do not always want to criticize and complain. You need a much better inner relationship to language, and then your teaching of language will become better.

It is not always the children’s fault when they do not pay attention in the language classes. Why should they be interested in what an adverb is? That is just a barbaric word. Things only become better when you continually bring in relationships, when you repeatedly come back to the connections between words. If you simply make a child memorize and yourself have no interest in what you had them memorize, the children will no longer learn anything by heart. They will do that only if you return to the subject again in a different connection so that they see there is some sense in learning.

You should not so terribly misunderstand some things, Mr. X. I got a kind of cramp when I saw how you presented The Chymical Wedding today. I said you could do that if you wanted to learn about spiritual activity for yourself, but then you did it in class. After you have done the conclusion, you will see how impossible it is to do The Chymical Wedding in school. It could be very useful if you know something about it yourself, as then you can handle other things appropriately. Now, however, you can do nothing more than present the question of the kings in The Chymical Wedding as pictorially as possible so that the children become aware of how one theme makes a transition into another.

A teacher: How should I do that?

Dr. Steiner: The theme of the three kings goes throughout it. You can find it in The Chymical Wedding and again in Goethe’s Tales. You could show how the same idea was active over centuries, and then tell stories about other themes that lived for centuries. There are a large number of such themes. If you recall, I once mentioned to you how you can see Faust and Mephistopheles as Robert and Trast in Sudermann’s Ehre.

A teacher: In the tenth-grade art class I showed how Schiller developed the word into a musical effect in The Bride of Messina and how Beethoven in his Ninth Symphony moved toward the word through human voice. In the end, Beethoven met Schiller in the “Ode to Joy.” Richard Wagner felt this quite strongly.

Dr. Steiner: It may be quite important to emphasize this relationship of Schiller to Beethoven. That is something the children will feel quite deeply at their age. You can best carry out what you wanted to say about Parzival if you also put the choir in Schiller’s Bride of Messina at the center.

As you can probably imagine, it is not easy for one who is free from a fanatical or sectarian attitude to accomplish the kind of education, based on knowledge of the human being that we have spoken of in the past few days. Many of you will have noticed already that what is considered here to be both right and good in education differs in many ways from what is found in conventional forms of education, with their regulations, curricula, and other fundamental policies. In this respect, one finds oneself caught in a dilemma.

On the one hand, we stand on the firm ground of a pedagogy that derives from objective knowledge, and that prescribes specific curricular and educational tasks for each year (as you will have discovered already from what you have heard so far). To ascertain what must be done in this education, we take our cue from the children themselves; and not only for each year, but also for each month, each week, and, in the end, each day. Here I feel justified in expressing appreciation for how much the teachers of the Waldorf schools have responded to the objective demands of a truly grounded pedagogy, and also for their insight into how this pedagogy is related to the needs of the growing child.¹ They have come to realize that not a single detail of this pedagogy is arbitrary, that everything in it is a direct response to what can be read in the child's own nature. This represents one side of what has led to the dilemma. The other side consists of demands made by life itself. Those who are free of any fanaticism despite their own ideals (or whatever else you choose to call these things), and who feel the need for firm roots in life's realities, experience this other aspect with particular acuity.

Sectarianism to any degree or fanatical zeal must never be allowed to creep into our educational endeavors, only to find at the end of the road that our students do not fit into life as it is; for life in the world does not notice one's educational ideals. Life is governed by what arises from the prevailing conditions themselves, which are expressed as regulations concerning education, as school curricula, and as other related matters, which correspond to current ways of thinking. And so there is always a danger that we will educate children in a way that, though correct in itself, could alienate them from life in the world—whether one considers this right or wrong. It must always be remembered that one must not steer fanatically toward one's chosen educational aims without considering whether or not one might be alienating one's students from surrounding life.

Opponents of anthroposophy have often attributed fanaticism and sectarianism to this movement, but this is not the case, as you will see. On the contrary, it is precisely these two attributes that are alien to its nature. They may appear within some individual members, but anthroposophy itself always strives to enter fully into the realities of life. And just because of this, one is only too aware of the difficulties encountered in dealing with the practical sides of life. From the very beginning of the Waldorf school something had to be done. It is difficult to give it a proper name, but something bad or negative had to be agreed upon—that is, a kind of compromise—simply because this school is not grounded in fanaticism but in objective reality. At the very beginning, a memorandum addressed to the local school authorities had to be worked out. In it I made the following points: During the first three years the students in our school are to be educated, stage by stage and wherever possible, according to what is considered relevant to their inner needs. At the same time, the standards generally achieved in other schools are to be respected to the extent that, after completion of the first three years, the students of the Waldorf school should be able to fulfill the necessary requirements for entering corresponding classes in other schools, if desired. Such an offer, for our teachers, amounted to an “ingratiating compromise”—forgive this term, I cannot express it otherwise. A realistic mind has to take such a course, for discretion is essential in everything one does. A fanatic would have responded differently. Naturally, many difficulties have to be ironed out when such a policy is chosen, and many of our teachers would find it preferable to steer a straight course toward our aims and ideals. Lengthy and minutely detailed discussions occurred before a passage was found through these two conflicting approaches.

Another point in my memorandum was that, after completion of their twelfth year—that is, when our pupils are in the sixth grade, counting upward from the first grade—they should again be able to fulfill the requirements for entry into the corresponding class in another school. My choice for this particular age is based on the fact that it marks the end of a period of development, as already described during a previous meeting. And finally, it was presented in the memorandum that, in their fourteenth year, our students should have reached again the necessary standards of learning that would enable them, if desired, to change schools.

In retrospect, one could say that during the first three grades this plan has worked fairly well. At that level it has been tolerably successful. With a great deal of effort and trouble, it is still workable until the students' twelfth year. However, the real difficulties begin during the following years, for out of a dark subconsciousness, some knowledge of what is happening in a young child lingered from the distant past into our present time, however dim this insight may have become today. And because of this it is now customary to send children to school when they are losing their first teeth. Today people hardly realize that these two things are connected. Nevertheless, entering school at about six is still the result of ancient wisdom, passed on through the ages, which today has become only vague and instinctive. Since these things are no longer recognized, however, there is a tendency toward arbitrarily establishing the age for entering school at the completion of the sixth year, which is always a little premature, and therefore not in keeping with the child's nature. There is nothing one can do about it, because if parents do not send their children to school when they have completed their sixth year, the police or bailiff, or whatever else such people are called, will come and take the children to school.

However, as previously mentioned, it is relatively easy to work with this compromise during the first three years. Admittedly, if one or another student has to leave the Waldorf school for another school during this time because of circumstance, one is usually told that such students are behind in reading and writing. They may be considered far ahead in artistic subjects, such as in drawing or eurythmy, but these, so we are told, are not generally considered to be very important.

Such official judgments, however, can even be seen as an affirmation of Waldorf methods! They prompt me to tell you something interesting about the young Goethe.² If you look at his spelling, even when he was much older than seven or eight, you will find it full of atrocious mistakes. It is easy to deduce from this that far more is expected of an eight-year-old child today (if “more” is the right word) than what Goethe managed to achieve at seventeen (only with regard to spelling, of course). This certainly demonstrates that there is also another way of judging the situation, for Goethe owed much to the fact that, even at the age of seventeen, he was still likely to make spelling errors because, not having been too fettered to rigid rules, his inner being could remain flexible with regard to the unfolding of certain soul forces. If one knows how these things interact with each other (and a more sensitive kind of psychology is needed for this than is frequently encountered today) one will be no more influenced by adverse criticism than by the superficial criteria of such a historical fact, which is interesting, at least.

Another interesting example can be found in so-called Mendelisms, which emerged around the beginning of the twentieth century (perhaps even around the end of the nineteenth century), and which was considered by natural scientists to be the best theory for explaining the phenomena of heredity. It received its name from a certain Gregor Mendel,³ a botanist who lived during the middle of the nineteenth century and was also a teacher at a Realschule in Moravia.⁴ Gregor Mendel made careful experiments with plants in order to investigate their inherited properties. His writings remained obscure for a long time, only to surface again toward the turn of the century, to be hailed as the most convincing theory regarding heredity.

Now it is interesting to consider the biography of Gregor Mendel. As our Austrian friends here know, monastic clerics had to pass an examination before they could become eligible for a teaching post at a high school. Mendel failed his exam brilliantly, which meant that he was considered incapable of becoming a high school teacher. But an Austrian regulation existed permitting failed candidates to retake their exams after a certain period of time. Gregor Mendel did so and again failed spectacularly. I believe that even today in Austria such a person could never find a high school teaching position. In those days, however, regulations were a little less stringent. Because of a shortage of teachers at the time, even failed candidates were sometimes hired as teachers, and so Gregor Mendel did finally become a high school teacher, even though he had twice failed his exam. Since this had been made possible only through the grace of the headmaster, however, he was considered to be a second-rate staff member by his colleagues and, according to the rules governing high school teachers, he was not entitled to add “Ph.D.” to his name. Successful exam candidates usually write these abbreviated degrees after their names, for example, “Joseph Miller, Ph.D.” In the case of Gregor Mendel these letters were missing, the omission of which indicated his inferior position. Well, several decades passed, but after his death this same individual was hailed as one of the greatest naturalists!

Real life presents some strange examples. And, although it is impossible to plan the education of young people to suit the practical demands of later life (since, if this were the only aim, some very strange requests would certainly be made), even though one cannot adapt the curricula to what life itself will bring to maturity later on, one must nevertheless be ready to listen with inner clarity and a sense of psychology to what the many occurrences in life are trying to tell us, with regard to both primary and secondary education. So it could certainly be said that it is not really a tragedy when a Waldorf student has to leave during the third grade, a student who has not yet reached the same level of achievement in certain elementary skills as students in another school, who were drilled using bad methods, the harmful effects of which will surface only later in life. Many life stories could be told to substantiate this claim. Strange things sometimes show up when one looks at obituaries. R¶ntgen, for example, was also excluded from teaching at a high school, and only through the special kindness of an influential person was he allowed to gain a teaching post at all. [Wilhelm Konrad von Röntgen (1845–1923) German physicist, discoverer of the “Röntgen” rays or X-rays.] As already said, one cannot base one's educational ideas on such things, but they should be noticed, and one must try to comprehend their significance through a more discriminating psychology.

Returning to our point, after the twelfth year it becomes increasingly difficult to find a workable compromise in our way of teaching. Until the twelfth year it is just possible to do so, as long as one really knows what is going on inside the students. But afterward, the situation begins to get more and more difficult, because from that time on, the curricula and the required standards for achievement no longer have any relationship to the nature of the growing human being; they are chosen entirely arbitrarily. The subject matter to be covered in any one year is chosen entirely autocratically, and one simply can no longer bridge the conflicting demands, on the one hand, from the powers that be, and, on the other hand, those that arise directly from the evolving human being. Remember what I said yesterday: by the time puberty is passed, the adolescent should have been helped toward developing sufficient maturity and inner strength to enter the realm of human freedom. I referred to the two fundamental virtues: gratitude, for which the ground has to be prepared before the change of teeth, and the ability to love, for which the ground needs to be prepared between the change of teeth and puberty; this was the theme developed yesterday.

Furthermore, we have seen that, with regard to the ethical life, the soul life of the child must also experience feelings of sympathy and antipathy toward what is good and evil. If one approaches a student at this age with a “thou shalt” attitude, proper development will be hindered in the years to come. On the other hand, when one instead moves the pre-adolescent child, through natural authority, to love the good and hate the evil, then during the time of sexual maturity, from the inner being of the adolescent, the third fundamental virtue develops, which is the sense of duty. It is impossible to drill it into young people. It can only unfold as a part of natural development, based only on gratitude—in the sense described yesterday—and on the ability to love. If these two virtues have been developed properly, with sexual maturity the sense of duty will emerge, the experience of which is an essential part of life

What belongs to the human soul and spirit realm has to develop according to its own laws and conditions, just as what belongs to the physical realm must obey physical laws. Just as an arm or a hand must be allowed to grow freely, according to the inner forces of growth, just as these must not be artificially controlled by, for example, being fixed into a rigid iron frame—although in certain places on Earth there is a custom of restricting the free growth of feet similar to the way we impede the free unfolding here of the child's soul life—so must adolescents feel this new sense of duty arising freely from within. The young person will then integrate properly into society, and Goethe's dictum will find its noblest fulfillment: “Duty is a love for what one demands of oneself.” Here again you see how love plays into everything, and how the sense of duty must be developed so that one eventually comes to love it. In this way one integrates properly as a human being into society. And then, from the previous experience of right authority, the ability to support oneself by one's own strength will evolve.

What is finally revealed as genuine piety, when seen with spiritual eyes, is the transformed body-related, natural religiousness during the time before the change of teeth, which I described to you in fair detail. These are all things that must be rooted deeply in a true pedagogy, and applied practically. Soon enough, one will realize how necessary it is to allow the curriculum—from the twelfth year until puberty, and, most of all, after puberty—to be more and more inclined toward practical activities. In the Waldorf school, the ground for this task is prepared early. In our school, boys and girls sit side by side. Although interesting psychological facts have emerged from this practice alone—and each class has its own psychology, of which we will speak more tomorrow—one can definitely say: if one lets boys and girls practice their handcrafts side by side as a matter of course, it is an excellent preparation for their adult lives. Today there are only a few men who recognize how much the ability to knit can help toward healthy thinking and healthy logic. Only a few men can judge what it means for one's life to be able to knit. In our Waldorf school, boys do their knitting alongside the girls, and they also mend socks.

Through this practice, the differentiation between the types of work performed by the two sexes will find its natural course later on, should this become necessary. At the same time, a form of education is being implemented that considers fully the practical aspects of the students' future lives.

People are always extremely surprised when they hear me say (and the following assertion not only expresses my personal conviction, but is based on a psychological fact) that I cannot consider anyone to be a good professor in the full meaning of the word unless that person can also mend a shoe in an emergency; for how could it be possible for anyone to know something of real substance about being and becoming in the world, unless that person can also repair a shoe or a boot if the situation demands it? This is, of course, a rather sweeping statement, but there are men who cannot even sew on a button properly, and this is a lamentable failing. Knowledge of philosophy carries little weight, unless one can also lend a hand to whatever needs doing. This is simply part of life. In my opinion, one can only be a good philosopher if one could have just as well become a shoemaker, should this have been one's destiny. And, as the history of philosophy shows, it sometimes happens that cobblers become philosophers.⁵

Knowledge of the human being calls on us to make adequate provision in our curricula and schedules for preparing pupils for the practical side of life. Reading in the book of human nature, we are simply led to introduce the children—or rather, the young men and women, as we should call them now—to the art of setting up a loom and weaving. From there it follows quite naturally that they should also learn to spin, and that they gain a working idea of how paper is made, for example.

They should be taught not only mechanics and chemistry, but also how to understand at least simple examples of mechanical and chemical processes used in technology. They should reproduce these on a small scale with their own hands so they will know how various articles are manufactured. This change of direction toward the more practical side of life must certainly be made possible. It has to be worked toward with honest and serious intent if one wants to build the proper curriculum, especially in the upper classes.

But this can place one in terrible difficulties. It is just possible to equip children under nine with sufficient learning skills for a transfer into the fourth grade of another school, without neglecting what needs to be done with them for sound pedagogical reasons. This is also still possible in the case of twelveyear-olds who are to enter the seventh grade. It is already becoming very difficult indeed to bring pupils to the required standards of learning for their transfer to a high school. Tremendous difficulties have to be overcome if pupils from our higher grades have to change to a high school.

In such cases one would do well to recall ancient Greece, where a wise Greek had to put up with being told by an Egyptian, “You Greeks are like children—you know nothing about all the changes the Earth has gone through.” A wise Greek had to listen to the judgment of a wise Egyptian. But nevertheless, the Greeks had not become so infantile as to demand of a growing youth, who was to be educated in one or another particular subject, that knowledge of the Egyptian language should first be acquired. They were very satisfied that the young person use the native Greek language. Unfortunately, we do not act today as the Greeks did, for we make our young people learn Greek. I do not want to speak against it; to learn Greek is something beautiful. But it is inconsistent with fulfilling the needs of a particular school age. It becomes a real problem when one is told to allocate so many lessons to this subject on the schedule at a time when such a claim clashes with the need for lessons in which weaving, spinning, and a rough knowledge of how paper is made should be practiced. Such is the situation when one is called on to finalize the schedule! And since we very well know that we shall never receive permission to build our own university anywhere, it is absolutely essential for us to enable those of our pupils who wish to continue their education at a university, technical college, or other similar institution, to pass the necessary graduation exam.

All this places us in an almost impossible situation, with almost insurmountable difficulties. When one tries to cultivate the practical side in education, prompted by insight into the inner needs of adolescent pupils, one has to face the bitter complaints of a Greek teacher who declares that the exam syllabus could never be covered with the amount of time allocated to the subject, and that, consequently, the candidates are doomed to fail their exams.

Such are the problems we have to tackle. They certainly show it is impossible for us to insist on pushing our ideals with any fanatical fervor. What will eventually have to happen no longer depends solely on the consensus of a circle of teachers about the rights and wrongs of education. Today it has become necessary for much wider circles within society to recognize the ideals of a truly human education, so that external conditions will render it possible for education to function without alienating pupils from life. This is obviously the case if, after having gone through a grammar school kind of education in one's own school, pupils were to fail their graduation exams, which they have to take somewhere else.⁶

Speaking of failing an exam—and here I am speaking to specialists in education—I believe that it would be possible to make even a professor of botany, however clever, fail in botany—if that were the only intention! I really believe such a thing is possible, because anyone can fail an exam. In this chapter of life also, some very strange facts have shown up. There was, for example, Robert Hamerling, an Austrian poet, whose use of the German language was later acclaimed as the highest level any Austrian writer could possibly attain.⁷ The results of his exam certificate, which qualified him for a teaching position at an Austrian Gymnasium, make interesting reading: Greek—excellent; Latin—excellent; German language and essay writing—hardly capable of teaching this subject in the lower classes of a middle school. You actually find this written in Hamerling's teaching certificate! So you see, this matter of failing or passing an exam is a very tricky business.

The difficulties that beset us, therefore, make us realize that society at large must provide better conditions before more can be accomplished than what is possible by making the kind of compromise I have spoken of. If I were to be asked, abstractly, whether a Waldorf school could be opened anywhere in the world, I could only answer, again entirely in the abstract, “Yes, wherever one would be allowed to open.” On the other hand, even this would not be the determining factor because, as already said, in the eyes of many people these are only two aspects of one and the same thing. There are some who struggle through to become famous poets despite bad exam results in their main subject. But not everyone can do that. For many, a failed graduation exam means being cast out of the stream of life. And so it must be acknowledged that the higher the grade level in our school, the less one can work toward all of one's educational ideals. It is something not to be forgotten. It shows how one has to come to terms with actual life situations.

The following question must always be present for an education based on an understanding of the human being: Will young people, as they enter life, find the proper human connection in society, which is a fundamental human need? After all, those responsible for the demands of graduation exams are also members of society, even if the style and content of their exams are based on error. Therefore, if one wants to integrate Waldorf pedagogy into present social conditions, one has to put up with having to do certain things that, in themselves, would not be considered right or beneficial. Anyone who inspects our top classes may well be under the impression that what is found there does not fully correspond to the avowed ideals of Waldorf pedagogy. But I can guarantee you that, if we were to carry out those ideals regardless of the general situation—and especially, if we attempted to make the transition to the practical side of life—all of our candidates for the graduation exam would fail! This is how diametrically opposed matters are today. But they have to be dealt with, and this can be done in great variety of ways. At the same time, awareness has to emerge regarding the degree of change necessary, not just in the field of education, but in all of life, before a truly human form of education can be established.

Despite all obstacles, the practical activities are being accomplished in the Waldorf school, at least to a certain extent—even though it does happen, now and then, that they have to be curtailed in some cases because the Greek or Latin teacher claims some of these lessons. That is something that cannot be avoided.

From what I've said, you can see that puberty is the proper time to make the transition, leading the adolescent into the realities of ordinary life. And the elements that will have to play more and more into school life, in a higher sense, are those that will make the human individual, as a being of body, soul, and spirit, a helpful and useful member of society. In this regard, our current time lacks the necessary psychological insight; for the finer interrelationships in the human spiritual, soul, and physical spheres are, in general, not even dreamed of. These things can be felt intuitively only by people who make it their particular task to come to understand the human psyche.

From personal self-knowledge I can tell you in all modesty that I could not have accomplished in spiritual science certain things that proved possible, if I had not learned bookbinding at a particular time in my life—which may seem somewhat useless to many people. And this was not in any way connected with Waldorf pedagogy, but simply a part of my destiny. This particularly human activity has particular consequences to most intimate spiritual and soul matters, especially if it is practiced at the right time of life. The same holds true for other practical activities as well. I would consider it a sin against human nature if we did not include bookbinding and box-making in our Waldorf school craft lessons, if it were not introduced into the curriculum at a particular age determined by insight into the students' development. These things are all part of becoming a full human being. The important thing in this case is not that a pupil makes a particular cardboard box or binds a book, but that the students have gone through the necessary discipline to make such items, and that they have experienced the inherent feelings and thought processes that go with them.

The natural differentiation between the boys and girls will become self-evident. Yet here one also needs to have an eye for what is happening, an eye of the soul. For example, the following situation has come up, the psychology of which has not yet been fully investigated, because I have not been able to spend enough time at the Waldorf school. We will investigate it thoroughly another time. But what happened was that, during lessons in spinning, the girls took to the actual spinning. The boys also wanted to be involved, and somehow they found their task in fetching and carrying for the girls. The boys wanted to be chivalrous. They brought the various materials that the girls then used for spinning. The boys seemed to prefer doing the preparatory work. This is what happened and we still need to digest it from the psychological perspective.

But this possibility of “switching our craft lessons around”—if I may put it that way—allows us to change to bookbinding now, and then to box-making. All are part of the practical activities that play a dominant role in Waldorf pedagogy, and they show how an eye for the practical side of life is a natural byproduct for anyone who has made spiritual striving and spiritual research the main objective in life. There are educational methods in the world, the clever ideas of downright impractical theoreticians, who believe they have eaten practical life experience by the spoonful, methods that are nevertheless completely removed from reality. If one begins with theories of education, one will end up with the least practical results. Theories in themselves yield nothing useful, and too often breed only biases. A realistic pedagogy, on the other hand, is the offspring of true knowledge of the human being. And the part played by arts and crafts at a certain time of life is nothing but such knowledge applied to a particular situation. In itself this knowledge already presents a form of pedagogy that will turn into the right kind of practical teaching through the living way in which the actual lessons are given. It becomes transformed into the teacher's right attitude, and this is what really matters. The nature and character of the entire school has to be in tune with it.

And so, in the educational system cultivated in the Waldorf school, the center of gravity iis within the staff of teachers and their regular meetings, because the whole school is intended as one living and spirit-permeated organism. The first grade teacher is therefore expected to follow with real interest not only what the physics teacher is teaching to the seventh grade, but also the physics teacher's experiences of the various students in that class. This all flows together in the staff meetings, where practical advice and counseling, based on actual teaching experience, are freely given and received. Through the teaching staff a real attempt is made to create a kind of soul for the entire school organism. And so the first grade teacher will know that the sixth grade teacher has a child who is retarded in one way or another, or another who may be especially gifted. Such common interest and shared knowledge have a fructifying influence. The entire teaching body, being thus united, will experience the whole school as a unity. Then a common enthusiasm will pervade the school, but also a willingness to share in all its sorrows and worries. Then the entire teaching staff will carry whatever has to be carried, especially with regard to moral and religious issues, but also in matters of a more cognitive nature.

In this way, the different colleagues also learn how one particular subject, taught by one of the teachers, affects a completely different subject taught by another teacher. Just as, in the case of the human organism, it is not a matter of indifference whether the stomach is properly attuned to the head, so in a school it is not insignificant whether a lesson from nine to ten in the morning, given to the third grade, is properly related to the lesson from eleven to twelve in the eighth grade. This is in rather radical and extreme terms, of course. Things do not happen quite like that, but they are presented this way because they correspond essentially to reality. And if thinking is in touch with reality, judgments about matters pertaining to the sense-perceptible world will differ greatly from those based on abstract theories.

To illustrate this point I would like to mention certain lay healers who give medical treatment in places where this is not illegal. They are people who have acquired a certain measure of lay knowledge in medicine. Now one of these healers may find, for example, that a patient's heart is not functioning normally. This may be a correct diagnosis, but in this case it does not imply that the cure would be to bring the heart back to normality. And according to such a lay healer, the patient may have adapted the entire organism to the slightly abnormal function of the heart. This means that if now one were to get the heart to work normally again, such a “cured” heart, just because of its return to normality, might upset the entire organism, thus causing a deterioration of the patient's general condition. Consequently the therapy could actually consist of leaving the heart as it is, with the recommendation that, should the symptoms of the slight heart defect return, a different course of treatment should be given from what would normally be done through the use of medications under similar circumstances.

I said yesterday that educating and healing are related activities. And so something similar is also called for in the field of education. That is, a kind of conceptual and sensitive feeling approach, both comprehensive and in touch with reality, since it would have to apply to other realms of cognition directly related to practical life.

If we look at what contemporary anatomy and physiology tell us about the human being—not to mention psychology, which is a hodgepodge of abstractions anyway—we find a certain type of knowledge from which a picture of the human being is manufactured. If this picture is used as a means of selfknowledge, it creates the impression that we are merely a skeleton. (Within certain limits, knowledge of the human being is also self-knowledge—not the introspective kind, but rather a recognition of essentially human qualities found in each individual.) If, when looking at ourselves, we had to disregard everything within and around our skeleton, we would naturally conclude that we were only skeletons. This is how the whole human being—body, soul, and spirit—would appear to us if we used only what contemporary anatomy and physiology offers as a picture of the human being. Psychology needs to truly permeate the human psyche with spirit. If this is done, we can follow the spiritual element right into the physical realities of the body, because spirit works in every part of the human body.

I have already said that the tragedy of materialism is its inability to understand the true nature of matter. Knowledge of spirit leads to true understanding of matter. Materialism may speak of matter, but it does not penetrate to the inner structures of the forces that work through matter. Similarly, pedagogy that observes only external phenomena does not penetrate to the regions of the human being that reveal what should be done about practical life. This causes a situation that, to the spiritual investigator, is very natural, but would appear paradoxical for many people. They wonder why a pedagogy grown from anthroposophy always emphasizes the

necessity of training children at specific ages in certain practical activities—that is, the necessity of training them in the correct handling of material processes. Far from leading students into a foggy mysticism, the principles and methods of the education based on anthroposophical research will not estrange them from life. On the contrary, it will induce spirit and soul substance to penetrate their physical bodies, thus making them useful for this earthly life, and at the same time, provide them with the proper conditions to develop inner certainty. This is why we feel it necessary to expand the practical type of work, and, of course, difficulties therefore increase with the beginning of every new school year when we have to add a new class to the existing ones (we began with eight grades, adding the ninth, tenth, and eleventh, and we are about to open our first twelfth grade).

This has led to the situation where, while other problems facing the anthroposophical cause were being dealt with very recently, a memorandum was handed in by the pupils of the current highest grade level in the Waldorf school. Those among them who were expecting to have to take their graduation exam had worked out a remarkable document, the deeper aspects of which will be appreciated only when the whole matter is seen in the proper light. They had sent more or less the following memorandum to the Anthroposophical Society:

Since we are being educated and taught in the sense of the true human being⁸ and, consequently, since we cannot enter existing types of colleges, we wish to make the following proposal to the Anthroposophical Society: That a new anthroposophical college is to be founded where we can continue our education.

No negative judgment regarding colleges in general is implied in this wording, although such judgments are frequently encountered in contemporary society.

All of this presents us with the greatest difficulties. But since you have made the effort to come here to find out what Waldorf pedagogy is all about—something we very well know how to appreciate—these problems should also be aired. Any sincere interest in what is willed in this education deserves a clear indication of all the difficulties involved.

Thus far, Waldorf pedagogy is being practiced only by the teachers of the one existing Waldorf school, and there we find our difficulties increase the higher we go with the school. I can only assume that the problems would be even greater in a college operated anthroposophically. But since such a college is only a very abstract ideal, I can only speak about it hypothetically. It has always been my way to deal directly with the tasks set by life, and this is why I can talk about this education only up to the twelfth grade, which is opening soon. Things that belong to a misty future must not take up too much time for people standing amid life, since it would only detract from the actual tasks at hand.

One can say only that problems would increase substantially, and that obviously there would be two kinds of difficulties. First, if we were to open a college, our exam results would not be recognized as proper qualifications, which means that successful candidates could not take up professional positions in life. They could not become medical doctors, lawyers, and so on; professions that in their present customary forms are still essential today. This presents one side of the problem. The other side would conjure up really frightening prospects, if certain hard facts did not offer relief from such anxieties; for, on the strength of the praiseworthy efforts made by our young friends, an association has actually been founded with the express aim of working toward the creation of such a college, based on the principles of Waldorf pedagogy. The only reason there is no need to feel thoroughly alarmed about the potential consequences of such an endeavor is that the funds needed by this association will certainly not reach such giddy heights that anyone would be tempted to seriously consider going ahead with the project. The underlying striving toward this aim is thoroughly laudable, but for the time being it remains beyond the realm of practicality. The real worry would come only if, for example, an American millionaire were to suddenly offer the many millions needed to build, equip, and staff such a college. The best one could do in such a situation would be to promote, en masse, the entire teaching staff of the Waldorf school to become the teachers of the new college. But then there would no longer be a Waldorf school!

I am saying all this because I believe actual facts are far more important than any kind of abstract argument. While acknowledging that the idea of basing education, including college education, on true knowledge of the human being represents a far-reaching ideal, we must not overlook the fact that the circle of those who stand firmly behind our ideals is extremely small. This is the very reason one feels so happy about every move toward an expansion of this work, which may gain further momentum through your welcome visit to this course. At the same time, one must never lose sight of all that must happen so that the Waldorf ideal can rest upon truly firm and sound foundations. This needs to be mentioned within the context of this course, for it follows from the constitution of the Waldorf school.

Tomorrow, in the concluding lecture, I would like to tell you more about this constitution of the Waldorf school—about how it is run, about what the relationship should be between teachers and students, as well as the interrelationships of pupils among themselves, and teachers among themselves. Furthermore, I would like to speak about what, in our way of thinking, are the proper methods of dealing with exams and school reports, so that they reflect knowledge of the human being.

• 1. In August and September 1919, Rudolf Steiner gave three courses to the teachers of the first Waldorf school, which was founded by the industrialist Emil Molt for the children of the workers in his cigarette factory, and which was opened on September 7, 1919.
• 2. Johann Wolfgang von Goethe (1749–1832) German poet, scientist, and philosopher.
• 3. Gregor Johann Mendel (1822–1884) Austrian botanist. He became a monk in the order of Saint Augustine in 1843, and taught in a technical school from 1854 until 1868, when he became abbot. He is known for his experiments in breeding peas in the monastery garden, and from the statistics gathered, he established certain laws concerning heredity, which became the foundation of the science of genetics.
• 4. Realschule (or Realgymnasium) is the high school equivalent in Germany for preparation in the sciences, trades, or technical studies, whereas Gymnasium usually refers to a high school for classical preparation toward university study.
• 5. For example, Jakob Böhme (1575–1624), the shoemaker from Görlitz, whose influence has been far-reaching in Western philosophical and spiritual streams.
• 6. Waldorf school pupils had to take the required graduation exams (Abitur) at a state school.
• 7. Robert Hamerling (1830–1889) Austrian poet and philosopher.
• 8. they had somehow gleaned this

[ 1 ] From the spiritual sphere new light on the evolution of humanity sought to break through in the knowledge acquired during the last third of the nineteenth century. But the spiritual sleep in which this acquired knowledge was given its materialistic interpretation prevented even a notion of the new light, much less any proper attention to it.

[ 2 ] So that time arrived which ought by its own nature to have evolved in the direction of the spirit, but which belied its own being – the time wherein it began to be impossible for life to make itself real.

[ 3 ] I wish to set down here certain sentences taken from articles which I wrote in March 1898 for the Dramaturgische Blätter (which had become a supplement of the Magazine at the beginning of 1898). Referring to the art of lecturing, I said: “In this field more than in any other is the learner left wholly to himself and to chance ... Because of the form which our public life has taken on, almost everybody nowadays has frequent need to speak in public ... The elevation of ordinary speech to a work of art is a rarity. We lack almost wholly the feeling for the beauty of speaking, and still more for speaking that is characteristic ... To no one devoid of all knowledge of correct singing would the right be granted to discuss a singer ... In the case of dramatic art the requirements imposed are far slighter ... Persons who know whether or not a verse is properly spoken become steadily scarcer ... People nowadays often look upon artistic speaking as ineffective idealism. We could never have come to this had we been more aware of the educative possibilities of speech ...”

[ 4 ] What then hovered before me could come to a form of realization only much later, within the Anthroposophical Society. Marie von Sievers (Marie Steiner), who was enthusiastic on behalf of the art of speech, first dedicated herself to genuinely artistic speaking; and then for the first time it became possible with her help to work for the elevation of speech to a true art by means of courses in speaking and dramatic representations.

[ 5 ] I venture to introduce this subject just here in order to show how certain ideals have sought their unfolding all through my life, though many persons have tried to find contradictions in my evolution.

[ 6 ] To this period belongs my friendship with the young poet, now dead, Ludwig Jacobowski. He was a personality whose dominant mood of soul breathed the breath of inner tragedy. It was hard for him to bear the fate that made him a Jew. He represented a bureau which, under the guidance of a liberal deputy, directed the union “Defence against Anti-Semitism” and published its organ. An excessive burden in connection with this work rested upon Ludwig Jacobowski. And a sort of work which renewed every day a burning pain; for it brought home to him daily the realization of the feeling against his people which caused him so much suffering.

[ 7 ] Along with this he developed a fruitful activity in the field of folk-lore. He collected everything obtainable as the basis for a work on the evolution of the peoples from primitive times. Individual papers of his, based upon his rich fund of knowledge in this field, are very interesting. They were at first written in the materialistic spirit of the time; but, had Jacobowski lived longer, he would certainly have been open to a spiritualizing of his research.

[ 8] Out of this activity streamed the poetry of Ludwig Jacobowski. Not wholly original; and yet born of deeply human feeling and filled with an experience of the powers of the soul. Leuchtende Tage¹ he called his lyrical poems. These, when the mood bestowed them upon him, were in his life-tragedy really something that affected him like days of spiritual sunlight. Besides, he wrote novels. In Werther der Jude² there lived all the inner tragedy of Ludwig Jacobowski. In Loki, Roman eines Gottes,³ he produced a work born of German mythology. The soulful quality which speaks from this novel is a beautiful reflection of the poet's love of the mythological element in a folk.

[ 9 ] A survey of what Ludwig Jacobowski achieved leaves one astonished at its fulness in the most divers fields. Yet he associated with many persons and enjoyed social life. More over, he was then editing the monthly Die Gesellschaft,⁴ which meant for him an enormous burden of work.

[ 10 ] He had a consuming passion for life, whose essence he craved to know in order that he might mould this into artistic form.

[ 11 ] He founded a society, Die Kommenden,⁵ consisting of writers, artists, scientists, and persons interested in the arts. The meetings there were weekly. Poets read their poems; lectures were given in the most divers fields of knowledge and life. The evening ended in an informal social gathering. Ludwig Jacobowski was the central point of his ever growing circle. Everybody was attached to the lovable personality, so full of ideas, who, moreover, developed in this club a fine and noble sense of humour.

[ 12 ] Away from all this he was snatched by an early death, when he had just reached thirty years. He was taken off by an inflammation of the brain, caused by his unceasing labours.

[ 13 ] There remained to me only the duty of giving the funeral address for my friend and editing his literary remains.

[ 14 ] A beautiful memorial of him was made by his friend, Marie Stona, in the form of a book consisting of papers by friends of his.

[ 15 ] Everything about Ludwig Jacobowski was lovable: his inner tragedy, his striving outward from this to his “luminous days,” his absorption in the life of movement. I keep always alive in my heart thoughts of our friendship, and look back upon our brief association with an inner devotion to my friend.

[ 16 ] Another friend with whom I came to be associated at that time was Martha Asmers, a woman philosophically thoughtful but strongly inclined to materialism. This tendency, however, was modified through the fact that Martha Asmers kept intensely alive the memory of her brother Paul Asmers, who had died early, and who was a decided idealist.

During the last third of the nineteenth century Paul Asmers had lived, like a philosophical hermit, in the idealism of the time of Hegel. He wrote a paper on the ego, and a similar one on the Indo-Germanic religion – both characteristically Hegelian in form, but both thoroughly independent.

[ 17 ] This interesting personality, who had then long been dead, was brought really close to me through the sister Martha Asmers. It seemed to me that in him the spirit-tending philosophy of the beginning of the century flamed forth like a meteor toward its end.

[ 18 ] Less intimate, but of constant significance for a long time thereafter, were the relationships which came about between the “Friedrich Hageners” – Bruno Wille and Wilhelm Bölsche – and myself. Bruno Wille is the author of a work entitled Philosophie der Befreiung* durch das reine Mittel.⁶ Only the title coincides with my Philosophie der Freiheit. The content moves in an entirely different sphere. Bruno Wille became very widely known through his important Offenbarungen des Wachholderbaumes,⁷ a philosophical book written out of the most beautiful feeling for nature, permeated by the conviction that spirit speaks from every material existence. Wilhelm Bölsche is known through numerous popular writings on the natural sciences which are extraordinarily popular among the widest circles of readers.

[ 19 ] From this side came the founding of a Free Higher Institute, into which I was drawn. I was entrusted with the teaching of history. Bruno Wille took charge of philosophy, Bölsche of natural sciences, and Theodor Kappstein, a liberally minded theologian, the science of religion.

[ 20 ] A second foundation was the Giordano Bruno Union. In this the idea was to bring together such persons as were sympathetic toward a spiritual-monistic philosophy. Emphasis was placed upon the idea that there are not two world-principles – matter and spirit – but that spirit constitutes the sole principle of all existence. Bruno Wille inaugurated the Union with a very brilliant lecture based upon the saying of Goethe: “Never matter without spirit.” Unfortunately a slight misunderstanding arose between Wille and me after this lecture. My words following the lecture – that long after Goethe had coined this beautiful expression, he had supplemented it in impressive fashion, in that he had seen polarity and ascent as the concrete spiritual shapings in the actual spiritual activity in existence, and that in this way the general saying first received its full content – this remark of mine was interpreted as a reflection upon Wille's lecture, which, however, I had fully accepted in the sense he himself intended.

[ 21 ] But I brought upon myself the direct opposition of the leadership of the Giordano Bruno Union when I read a paper on monism. In this I laid stress upon the fact that the crude dualistic conception, “matter and spirit,” is really a creation of the most recent times, and that likewise only during the most recent centuries were spirit and nature brought into the opposition which the Giordano Bruno Union would oppose. Then I indicated how this dualism is opposed by scholastic monism. Even though scholasticism withdrew from human knowledge a part of existence and assigned this part to “faith,” yet scholasticism set up a world-system marked by a unified (monistic) constitution, from the Godhead and the divine all the way to the details of nature. I thus set even scholasticism higher than Kantianism.

[ 22 ] This paper of mine aroused the greatest excitement. It was supposed that I wished to open the road for Catholicism into the Union. Of the leading personalities, only Wolfgang Kirchbach and Martha Asmers stood by me. The rest could form no notion as to what I really meant to do with the “misunderstood scholasticism.” In any case, they were convinced that I was likely to bring the greatest confusion into the Giordano Bruno Union.

[ 23 ] I must call attention to this paper because it belongs to a time during which, according to the later views of many persons, I was a materialist. But at that time this materialist passed with many persons as the one who would swear afresh by medieval scholasticism.

[ 24 ] In spite of all this I was able later to deliver before the Giordano Bruno Union my basic anthroposophic lecture, which became the point of departure for my anthroposophic activity.

[ 25 ] In imparting to the public that which anthroposophy contains as knowledge of the spiritual world, decisions are necessary which are not altogether easy. The character of these decisions can best be understood if one glances at a single historical fact.

[ 26 ] In accordance with the quite differently constituted temper of mind of an earlier humanity, there has always been a knowledge of the spiritual world up to the beginning of the modern age, approximately until the fourteenth century. This knowledge, however, was quite different from anthroposophy, which is adapted to the conditions of cognition characterizing the present day.

[ 27 ] After the period mentioned, humanity could at first bring forth no knowledge of the spiritual world. Men could only confirm the “ancient knowledge,” which the mind had beheld in the form of pictures, and which was also available later only in symbolic-picture form.

[ 28 ] This “ancient knowledge” was practised in remote times only within the “mysteries.” It was imparted to those who had first been made ripe for it, the “initiates.” It was not to reach the public because there the tendency was too strong to use it in an unworthy manner. This practice has been maintained only by those later personalities who received the lore of the “ancient knowledge” and continued to foster it. They did this in the most restricted circles with men whom they had previously prepared.

[ 29 ] And thus it has continued even to the present time.

[ 30 ] Of the persons maintaining such a position in relation to spiritual knowledge whom I have encountered, I may select one who was active within the Viennese circle of Frau Lang to which I have referred but whom I met also in other circles with which I was associated in Vienna. This was Friedrich Eckstein, the distinguished expert in the “ancient knowledge.” While I was associated with Friedrich Eckstein, he had not written much. But what he did write was filled with the spirit. No one, however, sensed from his essays the intimate expert in the “ancient knowledge.” This was active in the background of his spiritual work. Long after life had removed me from this friend also, I read in a collection of his writings a very significant paper on the Bohemian Brothers.

[ 31 ] Friedrich Eckstein represented the earnest conviction that esoteric spiritual knowledge should not be publicly propagated like ordinary knowledge. He was not alone in this conviction; it was and is that of almost all experts in the “ancient wisdom.” To what extent this conviction of the guardians of the “ancient wisdom,” strongly enforced as a rule, was broken through in the Theosophical Society founded by H. P. Blavatsky – of this I shall have occasion to speak later.

[ 32 ] Friedrich Eckstein wished that, as “initiate in the ancient knowledge,” one should clothe what one treats publicly in the force which comes from this “initiation,” but that one should separate the exoteric strictly from the esoteric, which should remain within the most restricted circles of those who fully understood how to honour it.

[ 33 ] If I was to develop a public activity on behalf of spiritual knowledge, I had to determine to break with this tradition. I found myself faced by the requirements of the contemporary intellectual life. In the presence of these the preservation of mysteries such as were inevitable in ancient times was an impossibility. We live in the time which demands publicity wherever any sort of knowledge appears. The point of view favouring the preservation of mysteries is an anachronism. The sole and only possibility is that persons should be taught spiritual knowledge by stages, and that no one should be admitted to a stage at which the higher portions of this knowledge are to be imparted until he knows the lower. This, indeed, corresponds with the practice in lower and higher schools even of an ordinary sort.

[ 34 ] Moreover, I was under no obligation to anyone to guard mysteries, for I received nothing from the “ancient wisdom”; what I possess of spiritual knowledge is entirely the result of my own researches. When any knowledge has come to me, only then I set beside it whatever of the “ancient knowledge” has already been made public from any side, in order to point out the harmony in mood and, at the same time, the advance which is possible to contemporary research.

[ 35 ] So, after a certain point of time, it was quite clear to me that in coming before the public with spiritual knowledge I should be doing the right thing.

• 1. Luminous Days.
• 2. Werther the Jew.
• 3. Philosophy of Freedom through the Pure Means.
• 4. Society
• 5. The Coming Ones
• 6. Philosophy of Freedom through the Pure Means.
• 7. Revelations of the Juniper Tree.

On the history of the division of the Esoteric School of the Theosophy into an Eastern and a Western School in 1907.

This is the 8th of 17 lectures given by Rudolf Steiner at various cities, in 1911. The title of this series of lectures is: The Mission of the New Spiritual Revelation. This address was given following a Concert at the Berlin Group of the Anthroposophical Society, at which Mendelssohn's Overture of the Hebrides had been played).

Through the tones and harmonies of this Overture we have been led in spirit to the shores of Scotland, and in our souls, we have thus followed again a path of travel which, during the course of human evolution, has been deeply influenced by the secrets of karma. For, from entirely different parts of the western hemisphere of our earth, as if through a karmic current of migration, various peoples were once transplanted into that region, and its vicinity, to which these tones now lead us. And many strange destinies are made known to us. We are told, both by what Occultism relates as well as by outer historical documents, of what these peoples experienced in very ancient times on this particular part of the earth.

A memory of the mysterious destinies of these peoples arose again, as if newly awakened, when about 1772 the cave on the Island of Staffa belonging to the Hebrides, known as Fingal's Cave, was rediscovered. Those who beheld it were reminded of mysterious ancient destinies when they saw how Nature herself seemed to have constructed something which may be likened to a wonderful cathedral. It is constructed with great symmetry in long aisles of countless pillars towering aloft: above there arches a ceiling of the same stonework, while below the bases of the pillars are washed by the inrushing foaming waves of the sea which ceaselessly beat and resound with a music which is like thunder within this mighty temple. Dropping water drips steadily from strange stone formations upon the stalactites beneath, making melodious magical music.

A spectacle of this kind actually exists there. And those who, upon discovering it, had a sense for the mysterious things which once took place in this region, must have been reminded of the hero who once upon a time, as one of the most famous individualities of the West, guided destiny here in such a strange way, and whose fame was sung by his son, the blind Ossian, who is like a western Homer—a blind singer.

If we look back and see how deeply people were impressed by what they heard about this place, we shall be able to understand how it was that Macpherson's revival of this ancient song in the 18^th Century made such a mighty impression upon Europe. There is nothing which may be compared with the impression made by this poem. Goethe, Herder, Napoleon harkened to it—and all believed to discern in its rhythms and sounds something of the magic of primeval days. Here we must understand that a spiritual world such as still existed at that time, arose within their hearts, and felt itself drawn to what sounded forth out of this song! And what was it that thus sounded forth?

We must now turn our gaze to those times which fall together with the first impulses of Christianity and the few centuries which followed. What happened up there in the vicinity of the Hebrides, in Ireland and Scotland—in ancient Erin, which included all the neighboring islands between Ireland and Scotland, as well as the northern part of Scotland itself. Here we must seek for the kernel of those peoples, of Celtic origin, who had most of all preserved the ancient Atlantian clairvoyance in its full purity. The others who had wandered farther to the East had developed further, and so no longer remained in connection with the ancient gods. The western peoples, however, had preserved for themselves the possibility of experiencing an ancient clairvoyance now entirely immersed in the personality, in the individuality. And they were led to this particular part of the earth, as if for a special mission, where a structure confronted them which mirrored their own music's inner depths and was itself architecturally formed entirely out of the spiritual world, a structure which I have just tried to characterize with a few words—Fingal's Cave. We shall imagine these events rightly if we realize that the cave acted as a focus point, mirroring what lived in the souls of these human beings who, through their karma, were sent hither as to a temple erected by the gods themselves. Here those human beings were prepared who should later receive the Christ Impulse with their full human being and were here to undergo something extremely strange by way of preparation.

Again we shall be able to imagine all this if we realize that here particularly those ancient folk customs were preserved whereby the tribe was divided into smaller groups based upon family. Those who were related by blood felt themselves closely connected, while all others were looked upon as strangers, as belong[ing] to another Group Ego. During the migrations from Atlantis toward the East, all that the Druid priests, who remained behind here in the West, were able to give to the people poured itself out over these individual groups as a harmonizing influence. And what they were able to give still lived on in the bards. We shall only rightly understand what worked through these bards, however, if we make clear to ourselves that here the most elemental passions met together with the ancient powers of sight into the spiritual world, and that those who, with powerful life forces, sometimes with rage and passion, fought as representatives of their clan against other clans, perceived at the same time impulses working out of the spiritual world which directed them in battle.

Such an active connection between the physical and the soul realms cannot be conceived of today. When a hero raised his sword he believed that a spirit out of the air guided it, and in the spirit he beheld an ancestor who had fought upon this same battlefield in former times and who had gone up yonder to help now from over there. In their battle ranks they felt their ancestors actively aiding them, their ancestors on both sides—and they did not only feel them ... they heard them clairaudiently! It was a wonderful conception which lived in these peoples, that the heroes had to fight upon the battlefields and to shed their blood, but that after death they ascended into the spiritual world, and that their spirits then vibrated as tone—sounding through the air as a spiritual reality.

Those who had proven themselves in battle, but had trained themselves at the same time so that they could listen to what sounded out of the winds as the voice of the past, who were blind for the physical world, who could no longer see the flashing of the swords but were blind for the physical plane—these were highly honoured! And one of these was Ossian. When the heroes swung their swords, they were conscious that their deeds would resound further into the spiritual world and that bards would appear who would preserve all this in their songs. This was perceived in living reality by these peoples.

But all this creates an altogether different conception of humanity. It creates the conception that the human being is united with spiritual powers which sound forth out of the whole of Nature. For he cannot look upon a storm or a flash of lightning, he cannot hear the thunder or the surging of the sea without sensing that out of all the activities of Nature spirits work who are connected with the souls of the past, with the souls of his own ancestors. Thus the activity of Nature was at that time something altogether different than for us today. And it is for this reason that the rhythms and sounds of this song are so important, which, after being handed down for centuries through tradition only, were revived by the Scotsman Macpherson so that they create for us again a consciousness of the connection of the human being with the souls of his ancestors and with the phenomena of Nature.

We can understand how this Scotsman had in a certain sense a congenial feeling when he described how a line of battle stormed into the field, sweeping darkness before it, even as did the spirits who took part in the battle. This song is in reality something which was able to make a great impression upon spiritual Europe. The whole character of the description, even though given in a rather free poetical form, awakes in us a feeling for the kind of perception which lived in these ancient peoples. There was active in them a living knowledge, a living wisdom, concerning their connection with the spiritual world and the world of Nature in which the spiritual world works.

Out of such wisdom the finest sons from the different tribes—that is, those who had the strongest connection with the spirits of the past, who more than others allowed these spirits of the past to live in their deeds—were chosen as a picked band. And those who had the strongest clairvoyant forces were placed at its head. This band had to defend the kernel of the Celtic peoples against the peoples of the surrounding world. And one of these leaders was the clairvoyant hero, who has come down to us under the name of Fingal. How Fingal was active in the defense of the ancient gods against those who wished to endanger them—all this was handed down in ancient songs, heard out of the spiritual world—the ancient songs of the bard Ossian, Fingal's son, so that it remained alive even into the 16^th and 17^th Centuries. What Fingal achieved, what his son Ossian heard when Fingal had ascended into the spiritual realm, what their descendants heard in the rhythms and sounds of Ossian's songs with which they ever and again ensouled their deeds, this it was which worked on so mightily even into the 18^th Century. And we shall win a conception of this if we realize how Ossian allowed the voice of his father, Fingal, to sound forth in his songs.

We are told how the heroes find themselves in a difficult position. They are almost overthrown ... when new life fills the band: “The king stood by the stone of Lubar. Thrice he reared his terrible voice. The deer started from the fountains of Cromia. The rocks shook on all their hills. Like the noise of a hundred mountain streams, that burst, and roar, and foam! Like the clouds, that gather to a tempest on the blue face of the sky! So met the sons of the desert round the terrible voice of Fingal. Pleasant was the voice of the king of Morven to the warriors of his land. Often had he led them to battle; often returned with the spoils of the foe.”

“‘Come to battle,’ said the king, ‘ye children of echoing Selma! Come to the death of thousands. Comhal's son will see the fight. My sword shall wave on the hill, the defense of my people in war. But never may you need it, warriors; while the son of Morni fights, the chief of mighty men! He shall lead my battle, that his fame may rise in song! O ye ghosts of heroes dead! Ye riders of the storm of Cromia! Receive my falling people with joy, and bear them to your hills. And may the blast of Lena carry them over my seas, that they may come to my silent dreams, and delight my soul in rest’ ...”

“Now like a dark and stormy cloud, edges round with the red lightning of heaven, flying westward from the morning's beam, the king of Selma removed. Terrible is the light of his armor; two spears are in his hand. His gray hair falls on the wind. He often looks back on the war. Three bards attend the son of fame, to bear his words to the chiefs. High on Cromia's side he sat, waving the lightning of his sword, and as he waved we moved ...”

“Fingal at once arose in arms. Thrice he reared his dreadful voice. Cromia answered around. The sons of the desert stood still. They bent their blushing faces to earth, ashamed at the presence of the king. He came like a cloud of rain in the day of the sun, when slow it rolls on the hill, and fields expect the shower. Silence attends its slow progress aloft: but the tempest is soon to arise. Swaran beheld the terrible kings of Morven. He stopped in the midst of his course. Dark he leaned on his spear, rolling his red eyes around. Silent and tall he seemed, as an oak on the banks of Lubar, which had its branches blasted of old by the lightning of heaven. It bends over the stream: the grey moss whistles in the wind: so stood the king. Then slowly he retired to the rising heath of Lena. His thousands pour around the hero. Darkness gathers on the hill!”

“Fingal, like a beam from heaven, shone in the midst of his people. His heroes gather around him. He sends forth the voice of his power: ‘Raise my standards on high, spread them on Lena's wind, like the flames of an hundred hills! Let them sound on the winds of Erin, and remind us of the fight. Ye sons of the roaring streams, that pour from a thousand hills, be near the king of Morven! Attend to the words of his power! Gaul, strongest arm of death! O! Oscar of the future fights! Connal, son of the blue shields of Sora! Dermid, of the dark brown hair! Ossian, king of many songs!—Be near your father's arm!’ We reared the sunbeam of battle; the standard of the king! Each hero exulted with joy, as, waving, it flew in the wind. It was studded with gold above, as the blue wide shell of the nightly sky. Each hero had his standard, too, and each his gloomy mien!”

Thus Fingal stormed into battle, thus he is described by his son Ossian.

No wonder that this life, this consciousness of a connection with the spiritual world which sank deep into these peoples, into the souls of the ancient Celts, is the best preparation whereby they could spread the personal divine element throughout the West in their own way and from their own soil. For what they had experienced in the form of passion and desire, what they had heard sounding forth in the melodies of the spiritual world, prepared them for a later time when they brought into the world sons who revealed these passions in their souls in a purified and milder form. And thus we may say—it seems to us as if Erin's finest sons were to hear again the voices of their ancient bards singing of what they once heard out of the spiritual world as the deeds of their forefathers, but as if in Erin's finest sons the ancient battle cries had now been formed and clarified, and had become words which could express the greatest impulse of mankind.

All this sounded forth out of olden times in the songs about the deeds of the ancient Celts who fought out many things in mighty battles in order to prepare themselves for further deeds of spiritual life in later times, as we recognize them again today in that which the finest sons of the West have achieved. These were the impulses which flowed into the souls of human beings in the 18^th Century, when these ancient songs were revived. And it is this which was remembered by those who saw again the wonderful cathedral, built as if by Nature herself, and which caused them to say to themselves—“Here is a site, a gathering place, given to man by karma, in order that what the bards were able to sing about the deeds of their ancestors, about all that the heroes did to steel their forces, might sound back to them as in an echo out of this temple which they themselves did not have to build—out of their holy temple which was built for them by the spirits of Nature and which could be an instrument of enthusiasm for all who beheld it.”

So the tones and harmonies of this Overture which we have just heard offer an opportunity which allows us to sense, in our own way at least, something of the deep and mysterious events which do indeed reign in the history of mankind, events which occurred long before our present era on almost the same soil upon which they now continue to live. As we must deepen ourselves in all that lives within us, and as all that lives within us is only a further resounding of what was there in the past, so this feeling, this sense, for what once was and now works further in mankind is of great significance for occult life.

Translated by Steiner Online Library

An Introduction by Hella Wiesberger Concerning Rudolf Steiner's Place in the History of the Occult Movement

Rudolf Steiner has become the pioneering leader in the field of esotericism, in which man should be given freedom through him.¹

As the first modern scientist of the supersensible, Rudolf Steiner was completely on his own. He only ever taught what he could give and take responsibility for from personal experience. Far ahead of his time, he recognized that the turn of the 19th to the 20th century would usher in not just a new century, but a completely new era in which humanity would be confronted with social upheavals of unimaginable proportions. With the ever-increasing individual consciousness, a tremendous struggle for freedom would begin; great technical and economic progress will be achieved through the increasingly life-dominant agnostic-pragmatic way of thinking of the mechanical-materialistic sciences, but at the same time the last remnants of the ancient knowledge of the connection with the world of the creative-spiritual as the true origin and goal of all existence will be lost. The inevitable consequence of this must be worldwide spiritual desolation and a feeling of meaninglessness in life.

From this insight, Rudolf Steiner gained the conviction that this historical process, necessary for the sake of general progress, can only be met by one thing: by a new world and life view rooted in modern individual consciousness, but oriented towards the Creative-Spiritual. And so, from his personal experiential knowledge of the supersensible world and life purpose, he developed the modern spiritual science of “Anthroposophy” and lived and taught in accordance with the spirit of the new age, according to the principle: freedom through the modern spirit of science, also in the field of the supersensible, of esotericism.

With this basic intention, he also brought about a turning point in the history of the occult movement. For the wisdom of the occult movement came from other sources of consciousness. It went back to the so-called original wisdom that had been revealed to mankind in the days of the primeval world and had enabled it to gain a very extensive mastery of the material forces of existence. As long as man still acted without personal responsibility in full agreement with the intentions of the spiritual worlds, this wisdom formed a common fund of knowledge. But when, in the course of the development of personality, egotism made its appearance and the natural connection with the supersensible worlds gradually disappeared, the supersensible knowledge conferring power had to be protected against misuse. It was withdrawn into the mysteries. But from there it continued to influence public cultural life well into the early days of the Christian era. It was only when, through Christianity and the rise of intellectualism, progressive cultural awareness became increasingly focused on the knowledge of material laws of the world that the old mysteries gradually lost their dominant position and were finally eradicated as public institutions. Since then, the old mystery wisdom could only be cultivated in secret, small circles. There it was strictly guarded until in the 19th century the signs of the times demanded that a spiritual counterpole be created to counter the exclusively materialistic-agnostic cultural thinking.

This task had raised a question that had become a serious problem for the occult movement of the 19th century. It was the question of whether the wisdom should continue to be kept secret under these circumstances, or whether it would not be more correct to popularize it. This question touched so deeply on the lifeblood of the working method practiced so far - since one was obliged from time immemorial to pass on the higher truths only to those who were prepared to receive them, in order to protect them from abuse - that one could not immediately decide to popularize it. They tried a compromise solution, first of all to test, so to speak, how public awareness would react to the knowledge of the existence of spiritual worlds and beings. This is how the manifestations of the spiritualist mediumistic movement of the forties to the seventies of the 19th century came about. The result was, however, different than expected, but the dam of strict secrecy had been breached and so it became inevitable to at least popularize the basic truths. This happened through the Theosophical Society, founded in 1875 by the Russian Helena Petrovna Blavatsky and the American Henry Steel Olcott.

Although these two attempts had led to sensational movements, in the deeper sense they had to be considered a failure, mainly because the culturally dominant scientific thinking rejected the mediumistic path as unscientific. This was justified to the extent that the mediumistic path not only meant a return to earlier levels of consciousness, but also an impairment of the free right of self-determination. On the other hand, mediumship was the only method for supersensible research that had existed until then.²

While the occult movement was still facing this dilemma at the end of the 19th century, Rudolf Steiner had already solved the problem on his own spiritual path. Not through the traditional teachings preserved in the secret societies, but through his own experiences since childhood, he was quite naturally connected to the supersensible and, as a result of his scientific education, also mastered the mechanical-materialistic way of thinking of the sciences, he had gained the decisive insight that supersensible knowledge and beings can only be beneficially combined with modern cultural consciousness if the method can guarantee the same certainty and independence as is the case in modern natural science.

On the basis of this realization, he made it his first task to develop a method for supersensible research that was based entirely on scientific principles. Through a process of strict self-education, he transformed his thinking from a sensual to a supersensible level, and in so doing, he attained the necessary certainty of knowledge about the spiritual realm. At the same time, he discovered freedom as a real experience and as the basis of morality. Thus, for him, thinking free of sensuality became the starting point for a scientifically clear connection to the supersensible world and to a science of freedom as the basis of an “ethical individualism”.

The consistently further developed experience of the nature of the I led in turn to the realization of the macrocosmic representative of the I, the spirit of Christ, whose nature reveals itself in true freedom and love. Thus Rudolf Steiner had also paved the way for a contemporary understanding of the two greatest Christian ideals, freedom and love, as they are later repeatedly expounded by him as the basic impulses of the central event of human development, the mystery of Golgotha and the deepest task of humanity connected with it: to shape the earth into a cosmos of freedom and love (Düsseldorf, April 18, 1909).

The later statement that the ethical individualism of the “Philosophy of Freedom” is already built upon the Christ impulse, even if this is not directly expressed there (Dornach, May 24, 1920), as well as the other statement that there is no other way at present to “impart original wisdom of initiation directly than by keeping fellowship with the Christ” (Stuttgart, March 7, 1920).

On the basis of this community with the “emancipation of the higher consciousness of humanity from the fetters of all authority” achieved through thinking free of the senses, ³ Rudolf Steiner had created the conditions for a healthy liberation of esotericism from the era of its ties to particular circles. Whereas in the past it was only possible to penetrate to the world of spiritual realities with a subdued consciousness under the guidance of a spiritual leader whose authority had to be unconditionally recognized, today, through Rudolf Steiner's pioneering work, every serious seeker, in a clear consciousness and in free self-responsibility, can do so.

The only requirement for this, which everyone has to set for themselves, is spiritual activity. This is essential not only for individual but also for general progress, to such an extent that civilization must perish if each individual is not willing to give civilization a new impetus through the new spiritual knowledge. This was already stated by Rudolf Steiner more than six decades ago (Dornach, July 2, 1920).

It is precisely this aspect of activating the will of the individual with regard to social co-responsibility that fundamentally distinguishes anthroposophically oriented spiritual science from the ancient wisdom preserved in the occult movement. For no new fundamental social impulses can come from the ideas of the occult movement, which arose from the revelations of an epoch of humanity that was still rooted in group consciousness. On the other hand, social thinking cannot be developed without knowledge gained through initiation. For this social necessity, anthroposophy sees itself as an instrument of new revelations of the spirit that take personality consciousness into account. To make these new revelations, which have begun especially since the end of the Kali Yuga in 1899, understandable to humanity and to open up anew through them the meaning of the greatest human event, the mystery of Golgotha, has become a cultural-historical task that Rudolf Steiner took on and about which he once said: “Anyone who does not understand anthroposophy in this sense does not understand it at all.” (Dornach, December 20, 1918). That is why, at the time when he began to present his social insights, he appealed to the ability to distinguish within his own ranks by pointing out:

“Where, then, can one find a truly modern and effective way of addressing the burning issues of the present day that is in touch with reality? You will not be able to find these things in the rituals and precepts of one or other masonic or confessional community. One would like to see discernment taking place!” (Dornach, December 15, 1918).

In this same connection, he also asserted that the spiritual movement he represented had never been dependent on any other and that he was therefore under no obligation to anyone to keep silent about something he himself felt should be said in the present time.

“There is no commandment of silence for one who is not indebted to anyone for his spiritual knowledge.” This alone is enough to distinguish this movement from all others. Anyone who claims that the teachings of anthroposophical spiritual science are proclaimed differently from the sense in which the word “theosophy” , that I stand up for it purely personally, may not know the circumstances for my sake and often not have been there, but look at it from the outside, but he proclaims untruth, out of malevolence or not out of malevolence. But anyone who has been here often and says something different, for example, asserts some kind of past or a connection between this spiritual movement and another, when he knows the conditions here, is lying. That is what it is about. Either he will tell an untruth out of ignorance of the circumstances, or he will lie when he knows the circumstances. All opposition to this movement is to be understood in this way.

Therefore, I must emphasize again and again: I have only to withhold that which I know cannot yet be communicated to present humanity because of its immaturity. But I have nothing to withhold for any reason because a vow or the like would have been made to someone. Nothing has ever been taken into this movement that came from another side. This movement was never spiritually dependent on any other; the connections were only external.

On the basis of this statement, the question arises as to why Rudolf Steiner then joined other movements at all, if he felt obliged to reject both the old practice of secrecy and the old method of research?

This contradiction can only be resolved if the two main laws of esoteric life are taken into account, which Rudolf Steiner always tried to follow as far as possible. These are the two commandments of absolute truthfulness and the maintenance of continuity. Rudolf Steiner repeatedly presented these two laws to his esoteric students.⁴ He himself followed the commandment of unconditional truthfulness by teaching only what he had recognized as true through his own research, and the commandment of continuity by not simply replacing something incomplete with something completely new and more perfect, but by building on what already existed and seeking to transform it into something more perfect. For him, this meant bringing to life the most profound Christian idea, that of resurrection, in the realm of the imagination. If we experience the living continuation of the present in this way and thereby fulfill the words of Christ, not only to bind the bodies with the blood, but to the souls with the spirit, then this can become a path to the knowledge of the mystery of Golgotha (Berlin, April 24, 1917).

According to Rudolf Steiner, much would be gained if those who lived later were to orient themselves in this way towards the deceased, in order to consciously maintain continuity in development. When he wrote about Goethe, he himself had completely disregarded his own opinion and tried only to express the thoughts that could come from Goethe; he had written an epistemology of Goethe's, not his worldview. Just as he had delved into the world of Goethe's thoughts, so had he also delved into those of Nietzsche and Haeckel, since one can only arrive at real insight if one does not want to represent one's own point of view absolutely, but rather delves into foreign currents of thought. And only after he had endeavored for two decades to work from such insight, to acquire, so to speak, the right to influence the living, he advocated the public dissemination of spiritual science. For now no one could rightly claim that “this occultist speaks of the spiritual world because he does not know the philosophical and scientific achievements of the time.” ⁵

This path of Rudolf Steiner's, which is so unusual for ordinary thinking and feeling, could not be understood at all by opponents, and only with difficulty by friends of his spiritual-scientific worldview. Aware of this difficulty, he repeatedly endeavored from time to time to make it clear, at least to his anthroposophical friends, that the spiritual current he represented was never dependent on any other and that certain connections had only been superficial. He admitted that the distinction was complicated by historical events. But even if, from an external point of view, it might have been wiser to found the Anthroposophical Society without any relationship to other societies, the relationships were nevertheless justified by fate (Dornach, December 15, 1918).

This remark makes it clear that the connection with other societies at that time was founded on the tension between the polarities of freedom and love in their form of truthfulness and continuity as applied to esoteric life. The striving for truth and knowledge requires freedom, but at the same time what is recognized as true should connect fraternally with what already exists in the world. It is obvious that even Rudolf Steiner's strong power was not always able to balance the pole of a free, truthful life of knowledge with the pole of continuity as brotherhood. This was objectively impossible because the world is involved at the pole of continuity and this was respected by him to an extent far beyond the norm, based on his ideals of freedom and love. However, he was unable to cultivate brotherhood at the expense of truthfulness. When this became a problem in the Theosophical Society, it led to a split.

Only by ignoring Rudolf Steiner's subtle behavior towards the two poles of esoteric life can misunderstandings and misjudgments regarding his spiritual independence arise. But beyond all such passing judgments, the historical significance of his cultural achievement will be more and more confirmed, which lies precisely in having created a science for the study of supersensible realities, through which freedom also became possible in the field of esotericism.

It could be objected here that Rudolf Steiner also practised secrecy with his Esoteric School. This objection would not be justified, however, because for Rudolf Steiner, even in the Esoteric School, it was never a matter of secrecy in the usual sense. He was always concerned only with maintaining a genuine scientific spirit, which in public education quite naturally requires that serious knowledge can only be imparted in stages. For example, higher geometry cannot be presented to anyone if they do not know the basics. While this is clear with regard to geometry, there is a widespread belief in relation to supersensible knowledge that one can understand and judge everything in this field without any prerequisites.

Rudolf Steiner's teaching activity was structured solely in terms of this factually determined, gradual teaching, from public teaching with no prerequisites at all to teaching with prerequisites. All levels of teaching had their common root in what he described as his “inaugural act” before the public beginning of his work for a science of the supersensible:

"I will build on the strength that enables me to bring spiritual students onto the path of development. That alone must be the significance of my inauguration act.⁶

The Esoteric School served this purpose in a special way, because here the students were taught according to their individual predispositions and needs. But when the Esoteric School was re-established as the “Free University for Spiritual Science” in 1924, the esoteric teaching was also structured in a strictly methodical and generally valid way. However, this could only be done for the first class. The failure of his physical strength in the fall of 1924 made it impossible for Rudolf Steiner to complete his last great work.

• 1. Marie Steiner, Foreword to Rudolf Steiner “The Stages of Higher Knowledge”, GA 12.
• 2. Described in detail in 'The Occult Movement in the 19th Century and its Relationship to World Culture', CW 254. Cf. also 'Spiritual Soul Teaching and World View', CW 52.
• 3. Letter to Rosa Mayreder dated December 14, 1893, in “Letters I”, Dornach 1953 (GA 39).
• 4. As related by a member of the esoteric working groups, Adolf Arenson, in a letter dated December 24, 1926, to Albert Steffen.
• 5. See the autobiographical sketch from 1907 in “Briefwechsel und Dokumente 1901–1925”, GA 262; also the lecture Zurich, December 3, 1916.
• 6. Letter of August 16, 1902, to Wilhelm Hübbe-Schleiden, then representative of the German Theosophists (in “Briefe II”, so far only in the 1953 Dornach edition).

Dr. Steiner: I would like to say a few words before we go into the individual points of discussion. Now that we are at the beginning of a new school year we need to clarify some things. There has been some discussion of things, including my own position, in relationship to the faculty. Today, I do not want to discuss the external relationship, only the inner. That seems appropriate this evening because you brought up my inner relationship, at least between the lines. In those things connected with our spiritual movement, I feel I am an esoteric among friends and cannot feel I am anything else. Running the Waldorf School is one of these spiritual things, at least to the extent it is a spiritual matter and to the extent the faculty takes up pedagogical questions and belongs to our anthroposophical movement. I need to say some things today about the position of an esoteric and how an esoteric perceives him- or herself, which you will need to apply to the particular case of the Waldorf School.

Someone who brings things from the spiritual world to his or her fellow human beings assumes, of course, that people do not necessarily accept them because of authority, but at least because they feel the things result from scientific research revealing a content that can perhaps be made known only by the person undertaking it. People can understand these things, of course, once they are said, but someone must first say them as a result of his or her own investigation. As you hear such truths, you are not exactly in a relationship to authority, but you somehow recognize that the things said can only arise from such a source.

Much of what I have recently had to say to you may appear simple, but I did not discover it in a simple way. Much of what we can learn about such a special area as pedagogy can become available only by going through a great deal, by experiencing a great deal, which is possible only after many years’ experience with this type of investigating. Understanding it is easy and can occur in a short period, but the investigation itself is not at all so simple and requires a path of initiation. However, when someone tells fellow human beings of such investigation, he or she never does so out of a desire to speak as an authority in the normal sense, that is, as the exoteric world understands authority.

I would ask that you take what I have to say about this very seriously and precisely. You should not accept what I have to say simply upon authority in the normal sense of the word. You see, if you did that, it would have no effect. You would not receive it through the necessary intangible forces. The relationship must be entirely different. The relationship must be one in which you accept everything said through a completely free will. Your acceptance may not in the least depend upon the will of the speaker. Everything must depend upon the will of the listeners. That is as exact a description of the relationship that must exist as is possible in human speech. I tell you things not to place them in the proper light, but because, in our times, we can base the effectiveness of esoteric work upon them.

If in our times we wanted to achieve something through authority, whether it be the authority of suggestion or any of the other numerous ways of affecting the soul, then that would eventually reveal itself as a great mistake. We now exist in the stage of human development when people mature enough to do so put more and more impulses of freedom into the world. Specifically, when we work as teachers we may not under any circumstances accept those things that arise out of the spirit and will move the world forward through an authority forced upon the soul. We must accept everything through goodwill, through the insight of the listener when the listener feels that the person speaking has something to say. No other relationship may exist. If the intent is that the listeners undertake some work based upon those statements, work that people can undertake communally, any other relationship would have a negative effect. If the spiritual researcher is to participate, then the capacity to speak free of authority and to listen through free will must be the basis of the entire relationship.

Nothing else may be the basis of the external relationships. Therefore, my relationship to the faculty must be one, right to the dotting of the i’s and crossing of the t’s, that neither I nor anyone else wants something against the will of any member of the faculty. The entire faculty as a whole must accept and desire it in their hearts. Whether something would pass in an election or not is unimportant. It requires that kind of inner relationship. The moment that is no longer so, the proper relationship would no longer exist. We need to somewhat keep an eye on that relationship.

Groups form in this area, not the way associations form, but more like a gathering around one person who has something to say in the sense that I mentioned. That is, those who want to hear something freely gather around someone. Regardless of what the external world may or may not expect of such a group, what I have said is all that is inwardly acceptable.

You will certainly feel that I want to describe my inner relationship to the faculty in that way, and I would ask that you understand it in that way. All healing forces of the future will be based in this. Specific things also lie in that direction. You need to feel that I have harmonized and do always intend to harmonize my decisions with each of you, that is, what you bring to me for a decision, because those who ask a question do so out of their own insight. If you think this through, you can clearly discern the nature of our esoteric relationship and the positive results of that esoteric relationship.

I wanted to make this our starting point today. You may have already found from your many experiences that things arising out of the spirit proceed properly only when such an understanding of spiritual relationships is their basis. Thus, in an exoteric organization you should separate the things that are simply necessary for the external world from what must lie between us. We can then move forward not only in the most rational manner, but also in the most spiritual work. We will move forward.

I wanted to say this to you now as a kind of inauguration of our work for this year, an inauguration of our work through which I would particularly like spiritual forces to flow. You can be certain that I will continue to pray for a blessing upon your work as a whole and the work of individuals in this coming year from the spiritual powers that carry our entire movement. If you are aware that is the case, if you not only act together, but think together and feel together, and thus receive the good spiritual forces in this thinking together, feeling together into the harmony of the entire soul life, then our work in this year will succeed.

Now we can go on to specific points. Does anyone want to say something about our agenda for today?

A question is asked about the official recognition of the Waldorf School as an elementary school.

Dr. Steiner: This is something that can go in one direction or another and depends upon the goodwill of the educational bureaucracy. We will achieve a certain degree of security about the future existence of the school only if we can negotiate through personal contacts. I wish to state expressly that we should not do this by telephone. If we can work through personal discussions and personal contact with all the possibilities of emphasis that arise in a personal conversation, if we can create an attitude through that, then we will achieve a certain degree of security. We will be unable to avoid being confronted with the same problem in the future if we handle this question in a strictly bureaucratic manner.

For that reason I think it would be best if Mr. Molt could do something personally, if you were personally involved. The situation is such that we will feel secure about the Waldorf School only if you personally speak with those people who have some influence. I am convinced that if an exchange of this sort occurs, and it forces the officials to say something in recognition of the school, that will offer us the best protection. Sending memos back and forth will achieve nothing. Particularly here in Württemberg, we can achieve more than in Prussia. In Prussia, after the final decision, we would have to dismantle this school within a short period of time.

We need to work on the problem in that way. We should not forget that some school principal or a teacher from a normal school will often come along and want to have the Waldorf School pedagogy. They will ask what they can do to help their schools. That is pure nonsense. The first thing they need to do is to free themselves from the state, and that gives rise to such a difficult problem that only a few people can think about it consequentially.

What is important is that what we could call our school movement, namely, a movement for independent schools, gets into more people’s heads so that a genuinely large movement toward educational freedom arises as a part of the Threefold Movement. We can use the opportunity that the excuse about a unified school provides. I must admit that I have always found a concrete definition of a unified school unpleasant, even though we had to use that term. It was unpleasant for me because it emphasized we wanted what the state defines as a unified school, but a unified school was less important than an independent school. That will come about by itself. What the present German government wants as a unified school is actually the opposite. We would be signing on to something terrible if we give in on this question. Somehow we need to feel our way through this. We need to be aware that such things happen in life, but we should realize that they do not arise inwardly—that would be deceptive—but from without, and that we should do them with a certain mental reservation. We should be aware that we need to do things, but not inwardly, to achieve at least the minimum of what we want, and that we will need to speak with people while inwardly tweaking their noses.

Emil Molt: I will do what I can to bring things into order.

A teacher asks about the lessons for the ninth grade.

Dr. Steiner: I will write it down for tomorrow, but we will get farthest if we see it as a continuation of what we have already done. I would, therefore, ask you to provide me with all the information about what you have done and achieved in German and literature.

A teacher: I went through Goethe, Schiller, and Herder, but that was all. I was able to bring into history some discussion of things like Dante’s Divine Comedy, but mostly it was Goethe, Schiller, and Herder. In grammar, we wrote essays and I attempted to work on spelling from the perspective of speech. We did nothing with grammar as such.

Dr. Steiner: Well, what you will need to do in literature is to take care of Jean Paul. In particular, you will need to look at some sections of Aesthetics, or the Schooling of Beauty with the ninth grade—particularly the ones concerning humor. You should not pay too much attention to history. That would be about a semester’s work. Afterward, you would then go on with the students to something very different. They are, after all, fourteen and fifteen years old, and you could read and discuss some of the chapters in Herman Grimm’s lectures on Goethe. That is what you need to do in literature.

In German, I would recommend that you not go too deeply into grammar in the first semester. Discuss the phonetic law, particularly Grimm’s law. In the essays, I would recommend that you handle historical themes. The students should work primarily with the material you gave them last year in history. You will certainly have adequate opportunities to discuss grammar and syntax in connection with corrections. Before you have the children write an essay, though, you should have the children from last year orally discuss the theme for the new children in the class.

Now, what did you do in history?

A teacher: We went up to the Reformation and took Luther’s biography in detail. I then worked with Buckle’s History of Civilization in England, and attempted to use it to shed some light on the present.

Dr. Steiner: I would recommend that you for the time do not go further, but go through it again with a spiritual scientific perspective. Follow that with Lecky’s History of Modern Civilization.

A teacher: I now have a combined eighth–ninth grade class in German.

Dr. Steiner: It would perhaps be best if you precede Herman Grimm with Goethe, so that you could then catch part of the class up with what you already said about Goethe, Schiller, and Herder. That would be good for both classes, and then you could leave Jean Paul for later. You could teach both classes the same history, so that we have only geography left.

A teacher: We mainly did the Ice Age, the movement of land and water and so forth. In general, we focused on the geology of that period.

Dr. Steiner: In connection with all that, I would recommend that you thoroughly examine the Alps, the northern limestone Alps, the southern limestone Alps along with the river valleys that form the boundaries, the mountain ranges—in other words, the different sections. Then something about the landscape and about the geological qualities beginning with the Lake Alps all the way through Switzerland to the Austrian Alps. In this discussion of the Alps, you could also point out that the structure of the Earth forms a kind of cross, and that these mountainous formations represent that. Then continue the Alps toward the Pyrenees and all the way through to the Carpathians, and then go on with the forested mountains right through to the Altaic range, so that you then have an east-west range that continues under the Earth and encloses the Earth like a ring. The Rocky Mountain-Andes Cordillera crosses that at a right angle, forming another ring. You can explain these two rings crossing one another so nicely as the structure of the Earth. Through that the students can get an idea that the Earth has an inner organization. You can do all this, but allow yourself enough time. You do not need to handle everything in geography at once.

Then we have mathematics. You have already taken up equations, haven’t you? How far have you come in exponents? Squaring, cubing, and more general exponents? Have you already cubed binomials and trinomials?

A teacher: There were no difficulties, but there was no reason to do the binomial law, that is, \((a + b)^2\), \((a + b)^3\), \((a + b)^4\).

Dr. Steiner: How do the students do that?

A teacher: I had them multiply them out.

Dr. Steiner: What I mean is, do your students know that \((a + b)^3 = a3\) and so forth? Can they do that? If you have not required that they learn it as a formula, then you have not begun with raising numbers to a power, and you have not had them figure the formula \(3553\) or \(3552\). I would continue in this way by having the children do the cubes for numbers using a formula. Then have them do the square roots and cube roots.

A teacher: I did not think it was important.

Dr. Steiner: In such things, it is not so important that children do things the way they will need them later, but that they practice a particular form of thinking. The form of thinking that they practice in finding the cube or square, or by taking the root of a number, has the peculiarity that it abstracts from the concrete numbers and then puts the numbers together in another way. Such work in the depths of the numerical construct is so formative for thought, that they have to do it.

Then they need more practical computations. I would certainly find it proper if you had children figure things that have a practical content, which is certainly in accord with your intentions. I would say, for instance, that if a watering can is cylindrical or conical, it contains a certain amount of water. How much water is that if the diameter of the base of one can is half that of another one?

I would then go on to approximations so that the children get an idea of that. Begin with a transit and how to find the average value in such practical things as weighing things with a balance scale. You could then continue on with examples in the exchange of money. Then, of course, we need to consider geometry. You should, of course, begin with computing volumes of bodies, and then I would advise you to begin with descriptive geometry.

A teacher describes what he did in physics.

Dr. Steiner: In physics you should try to do two things. In the first case, present acoustics and electricity, to which magnetism also belongs, so that the children can understand the telephone. In the second case, cover heat and mechanics and everything else the children need to understand a locomotive. That is enough for the ninth grade.

A teacher: Last year, we divided geography and I presented something about astronomy.

Dr. Steiner: Of course, in that connection, we should look at the Doppler Effect, that is, the movement of the stars in the line of vision. You did not discuss the movement of stars in the line of vision? You need to include everything the children need in order to understand the movement of the stars in the line of vision. You should work toward that goal.

A teacher: Then you don’t want any optics in physics? Only heat, mechanics, and electricity?

Dr. Steiner: You can add as much of optics as you need to explain the Doppler Effect. Be sure to also include acoustics.

A teacher: Are the conclusions about the movement of stars from shifts in spectral lines justified?

Dr. Steiner: Why not? It is certainly correct to conclude that if you have two spectra and find one line in one position and the same line in a different position in the other one, that has something to do with different distances. That is a proper conclusion.

A teacher: We could conclude that about the Sun.

Dr. Steiner: I would use the Doppler Effect only with double stars; I would not generalize it. You should use it only to show that the stars rotate around each other, since the general assumption is that the stars move cyclically in the direction of vision. Only go that far. Then, we have chemistry. What we already did in the eighth grade, the fundamentals of organic chemistry, what an alcohol is, what an ether is, we should continue in the ninth grade.

Anthropology: Continue with that so that the children gain a proper understanding of anthropology. That should move in concentric circles from grade to grade in such a way that you connect the remaining natural sciences with it.

Mr. Baumann, what do you think about music and singing in the ninth grade?

A teacher: I was unable to accomplish what I wanted because the students had so little previous training in music.

Dr. Steiner: Could you give the music lessons in the eurythmy hall if they do not conflict with eurythmy?

A teacher: There is hardly space for eurythmy.

Dr. Steiner: Then, we will never be able to bring the music instruction into order until we have the large hall. The musical instruction will never be what it should be until we have the large hall.

Two things are important. We should teach music as completely as possible. If we want to prepare the children, we cannot do too much with instruments since hearing poor instruments will ruin their sense of tone. That is an important point. We could certainly do well with the old style of church singing.

A teacher: I want to say something about the majors and minors and about the color of sound in pure tones.

Dr. Steiner: That is the exact material for the ninth grade, and it is certainly something we should strive for under all circumstances. We should look at some things a little theoretically and also give something for the feeling. Major and minor should become a feeling.

A teacher: In deportment class, I went into the differences between men and women. The children seemed interested in that.

Dr. Steiner: I think it would be nice if you connected that with singing and made the connection with male and female voices. Not much has been tried in this direction. It is quite certain that teaching this age child about observed differences between male and female singing voices would counteract the false sexual feelings that are so strong today. That would certainly have a good effect.

It is painful for me that you cannot move forward with the instruments. Playing instruments is something we cannot replace. Regarding private lessons, well, private lessons are private lessons. Here we must remember that, as we understand it, children should take up musical instruments in the general context of education. Private lessons do not help in that regard. It is certainly too bad we cannot do that. I fear it will be a long time before we get to it. A teacher: We have some instruments, but we need rooms, and we really need a teacher.

Dr. Steiner: We already discussed that. Is it only a question of rooms?

A teacher: We have about fifteen instruments. If we had even the chorus room, we could do things like Hayden’s “Children’s Symphony.”

Dr. Steiner: That would be good.

A question is asked about language class.

Dr. Steiner: At that age, I would emphasize recitation. You can learn much about the mastery of language through recitation. The children can gain a sense for idioms through recitation and then learn to apply that to other things. We can continue that in eurythmy and grammar.

In the shop class, I had thought we could cultivate things about art and a feeling for art indirectly. In shop, it is important to have the children do different things and always complete them. I wouldn’t have them make only useful things, but toys also, reasonable toys. I think it would be very nice if the children made little blacksmiths that make each other move alternately. The children will become dexterous. They can also make presents. I would work in that direction.

If we could also do something festive for the children, that is, have them gather moss and make Christmas crèches, so that they make the little sheep and so forth and paint it, they will learn a great deal. Of course, we shouldn’t neglect useful objects. They are particularly happy when they can make something like a ratchet noisemaker, things that are like a little practical joke.

We rattle, we rattle the twelve together.
The bells are coming from Rome.

A teacher: There is still the question of the handwork teacher. I have spoken with Miss S. She is a drawing teacher, but can also teach handwork.

Dr. Steiner: That would be just the thing if someone who was artistic took over the handwork class. We would have to be certain, though, that she is capable of it. She would fit in well.

Under certain circumstances, there is something else we should consider. She does not have one characteristic that another lady has. Miss Hauck is from here and is the daughter of the former professor Guido Hauck, who wrote an article, “Arnold Böcklin’s Realms of the Soul and Goethe’s Faust.” He also wrote “A Technical Explanation of Faust.” Hauck was one of the last. If she could decide to become a handwork teacher, we would have the advantage that she is from Schwabia, something that would be quite good. She has been teaching at a workers’ school, and for that reason I would consider not calling her here, because it would be good if she taught the people there. The workers’ schools say that people don’t need to learn frivolous things like geometry. Only things such as class struggle and preparation for the revolution should be taught. That is one thing, and the other is a recent event, namely, that the technical school has fired her. Perhaps Mr. Strakosch could give an opinion about whether it is necessary for factory mechanics to learn something about geometry. I would ask you to give your own opinion, but I think architecture and mechanical engineering would cease if technical schools no longer teach geometry. Everything would sink into barbarism. In mechanical engineering, you can’t put a peg into a hole. People can’t construct anything like that. This is all pure nonsense.

I think she would be suitable, but I fear that under our present circumstances, she might be too much. She was an assistant at the technical university for many years. We should consider these two women. For personal reasons, Miss S. would prefer not to be asked. Perhaps we could telegraph Miss Hauck tomorrow and ask if she can come.

For the seventh, eighth, and ninth grade independent religious instruction we could move into a freer form and give a theoretical explanation about such things as life before birth and after death, and all the consequences of a life before birth. We could give them examples. We could show them how to look at the major cultural connections and about the mission of the human being on Earth. You need only to look at Goethe or Jean Paul to see it. You can show everywhere that their capacities come from a life before birth.

We could then go on with a good picture that really reaches into the religious if we explained the body of the Laocoön. With the Laocoön the etheric body actually separated; thus, the physical body made such contortions. You can illustrate much through the breaking of the Laocoön’s physical body. You would need a group, but you can lift the discomfort about the dissolution of the human body into the religious.

We have decided about the Sunday services. We need to name somebody to replace Mrs. Koegel in teaching the children. I would ask for suggestions. The person needs to feel called upon to do this. Does someone want to do that? Would you like to do it with Miss Röhrle?

A teacher: A deaf and dumb girl has enrolled.

Dr. Steiner: She cannot come to the Waldorf School.

A class teacher asks about another child who has enrolled.

Dr. Steiner: What is with him? I feel bad about the boy.

A teacher: He is impossible in class.

Dr. Steiner: That may be only a passing thing. When I spoke with him, he certainly seemed as if he could improve. I am also convinced that if you do what I suggested with him, he will improve in half a year. We can certainly not hope he will improve if we completely isolate him. We can’t do that.

A teacher: Then my other children will be shortchanged.

Dr. Steiner: I think it is only temporary. It is probably connected with the fact that he just came into the school. That could certainly have an effect.

A teacher: He was terribly nervous.

Dr. Steiner: The child’s constitution is quite irregular. This is a boy who has something like—well, you can break your arm or leg on your physical body, but you cannot break your head—but this boy has a broken etheric head, and for that reason he is, of course, always nervous. That is more evident with him than with other children, but I think it is only temporary. In any event, we will have to tell the parents that they will need to be patient until we have the remedial class. Have you known him long? Was he always that way? His whole life becomes chaotic with every event. Is he taking any medication? Has he had childhood illnesses? I thought so. You said he had a mental dysfunction. You can counteract that with hypophsis cerebri. Does he have any siblings? There is a disturbance in his growth caused by something the mother had before he was born.

A teacher: She once told me she was half crazy the whole time.

Dr. Steiner: The boy came into this situation through the pregnancy. Then we will work with him and take him into the school as soon as Dr. Schubert’s remedial class begins.

Surely, you have more questions.

The question of Dr. Steiner’s position in the school organization is brought up again.

Dr. Steiner: Defining my position has only opportunistic value. It would have been good if I had been included at the time the faculty was reported to the government. It is important now only because government officials require us to be exact.

A teacher: Perhaps we could send them a complete list and put you at the top.

Dr. Steiner: That always looks strange, because they will compare it with the old lists.

A teacher: We still need to fix it, though.

Dr. Steiner: There isn’t much we can do other than to write and say we forgot it and want to revise the list. “We unfortunately forgot this last time and want to make a revision.” I don’t know of any other way around this. It certainly would look funny if we did nothing, or if we made a new list.

A question is asked regarding the opponents of anthroposophy.

Dr. Steiner: These rumors are always coming up. You see it everywhere in Switzerland. We are now trying to trace all the different variations of these despicable things with the goal of wiping away all traces of their machinations, and of their being able to say that I had done something with Anthroposophy and turned things around. These people spread teachings they say are mine and then they wipe away their tracks.

Is there anything else?

A teacher asks about the World School Association, which is to be situated in Dornach, but work in Germany. If a German section were to be founded now, then everything could be brought into order during the courses in Dornach.

Dr. Steiner: Don’t we need a World School Association before we can form a German section? Now the path toward a World School Association must begin from an international center.

We could center the World School Association in Dornach, but we do not need to begin it there. Before, we had a particular presentation that sharply emphasized that we still have only a small school, but we cannot grow since we must turn away many children. We can no longer say that, so we must now begin the World School Association differently. Of course, if we have a large number of visitors in Dornach, we could begin by creating a good attitude. I don’t think it should begin here, because we can no longer say there are a hundred children waiting at the gates of the school.

We now need to begin it differently. We could work in Dornach, but I had also thought we could begin in a more international place, The Hague, for instance. We still have reason to believe we can do something for our movement, but we would ruin everything if we founded the World School Association here. We can do all kinds of things for the Waldorf School. There is such a positive attitude here, but we may not found the Association here. At the time I had thought we could begin an energetic campaign, but I would now favor a foundation arising in London. That, however, is not yet achievable. Apart from that, I still hope that other things will move more quickly.

[Editor’s note: The remaining notes of this meeting are very erratic and uncertain, as to both the content and the speaker. Possible missing parts are indicated by an ellipsis.]

Dr. Steiner: I had thought before that I would have to do that with the World School Association. We have a number of anthroposophists in The Hague.

A teacher: I think they are all mixed up.

A teacher: You cannot depend upon H. He will never say he is an anthroposophist.

Dr. Steiner: If I were to go to The Hague, H. would certainly help. A teacher: As long as you are there!

Dr. Steiner: It doesn’t need to be more … it is enough if he can do one thing, and if he prepares the way.

A teacher: He blocks the way. He has hidden the fact that there is a Goetheanum. The students were surprised when they heard that it exists, although they were brought to Switzerland under H.’s guidance.

Dr. Steiner: That’s how people are, but you cannot move forward if you do not take people as they are.…

In addition to The Hague, Zurich and Geneva also came under discussion.

A teacher: Don’t we have to do some preparation here? We should think about the names of the individual schools. We do not see your goals.

Dr. Steiner: I do not believe it is particularly urgent to find names for the individual schools. What kind of conditions do you want to create from here?

A teacher: I am not really certain we have thought of everything.

Dr. Steiner: In the end, what is important is that you master the situation at the proper moment, and that is today. I already mentioned that. If we could provide our movement with such basic principles, we would get somewhere. We need to comprehend the world situation.

We must use things as they come. You see, for example, we started the publishing company here, but it has done little until now. However, two books appeared, Dr. Stein and the one by Polzer. These were only beginning works, but in large editions. We sold both books in only a few weeks. Someone said today that the book against Traub also sold out. People are just sleepy there. The movement would move forward if people would just move with the stream. As such, the stream is already there, but no one is swimming in it. We can certainly say that the current is there, but no one is swimming in it. You can see that from the fact that my public lectures are always well attended. It is certainly true that movement is there, but no one thinks about the fact that there is such movement.

In reality—the things I have to say are confidential, but I need to make a remark—the leadership of The Coming Day does not realize there is a threefold movement. That is not something that we need to advertise. We need only to know that a sleepiness exists. Many things begin and then stop. If I am to give everyone an individual task, then I can say only that everything can happen. Then our meetings should definitely not last until three in the morning. You will find the least amount of support in Berlin. There is no interest there. But even in Berlin, we could accomplish something if I could be there for a week. I cannot do it in three days. In Berlin, people don’t see beyond the walls of their own city.

A teacher: When could we do something in The Hague?

Dr. Steiner: When I see there is some interest, we can begin to think about doing something in that connection in Dornach. A teacher: Then we will have to decide how we can generate some interest.

Dr. Steiner: Yes, you see we have to learn how to generate interest in a more noble sense. If you look at the Haaß-Berkow Group with all their noise, you can see they certainly have a knack for creating interest. It must be possible, for example, when people come from outside, to have other titles for our presentations. It is important that we create interest, but we do not need to do it in a negative way. It is important to generate interest rather than simply discuss how. When so many people gather in one place, there is much we can do from person to person.

For the purposes of founding the World School Association, it is important to generate the proper interest. Suppose you can get fifty people to believe we should found such a World School Association. If the people from Dornach then travel and work in the proper way, that would mean that three weeks later, five hundred, and six weeks later, five thousand, would believe we should found a World School Association. You need to have the guts to create such an opinion in a number of people.

A teacher: Could the Waldorf teachers work in that way following the lectures?

Dr. Steiner: Of course, you can do that, but creating the opinion would have to move in parallel. Why is it that an esprit de corps, in the best sense of the word, never arises in something like the Anthroposophical Society?

Several teachers attempt to answer that question.

Dr. Steiner: As long as we were simply the Anthroposophical Society, all that was not important. We did not need money. Now, we have the misfortune that we do need it. It is not that we are greedy, but somehow we must support the movement. We can accomplish that only by generating interest. Now, this is very painful for me, many people who should be doing something have a certain kind of inner opposition. They do not do what I think is right, but something else. They have considerable resistance. That is common in our time, as though we could work out of the spirit and need no money. If you need money, you have to do something. It does not have to be unidealistic, but you must do something. I believe there is much more opposition than you might suppose, an inner opposition. Thus, there is a resistance. There is a sleepiness, a formation of cliques. It would be good if we could develop an esprit de corps.

We cannot form a section of something that does not yet exist.

A teacher: Well, the impetus must arise somewhere.

Dr. Steiner: It must come from a more extended group.

A teacher: Perhaps we could approach the representatives of the local school movements and warm them to the idea of the World School Association. For example, Principal B. in Br.

Dr. Steiner: It is not our concern to publicize the name of the World School Association, but to put such an organization into the world. B. is interested enough. The moment we have the World School Association, he will join and be active. For B. in Br., that means nothing more than another opportunity for more freeloading. It is unimportant whether you go around and gather money as the Waldorf faculty or as the World School Association. That is only a new name for the same thing. We need to create a real organization, an organization in itself.

A teacher: We need to make use of the time of the Dornach course.

Dr. Steiner: We will have to get those people to carry the thoughts of political agitation. We cannot get much from them directly, they are just poor wretches who would rather receive something. We certainly have such people. What is important is that these people carry the thoughts and spread them. We will have to keep those agitators warm. If we inaugurate something in The Hague—it does not need to be an association, we only need to begin political agitation—if we can begin to do that in The Hague, we should not forget that there is also a strong interest in doing something to help Central Europe. People already want that. If we can find the right tone, something will happen. We will need to try to articulate the feelings that exist so they go in the right direction. The perspective already exists, and that is something we could achieve. We could soon achieve something if the souls would awaken. You are already awake enough. It would be good if you could send forth something clever from Dornach with the same strength.

It would be better if the beggars and hoboes did not form the association as something to combat poverty, but that people who have something in their pockets do it.

There is some discussion concerning the course to be held in Stuttgart in the coming winter, and there are reports about what the teachers intend to present.

Dr. Steiner: There has been much talk, but we must do something. My only desire is that you do not offer college level lectures that then fall flat. That would be terrible. I would say something about Anthroposophy and philosophy.

A teacher: We had considered giving lectures each semester.

Dr. Steiner: We could group the subjects differently. I wouldn’t do it in the old way. I would group them more objectively. Mr. von Baravalle, you can certainly take care of Einstein’s theories and quantum theory.

A teacher: I think we can present it more easily to the students. The people here will certainly understand it.

Dr. Steiner: I think the ideas of projective geometry are very promising. I agree with what you have presented as a program. The people will certainly have a very different kind of picture when, aside from being able to determine an ellipse from an equation, they can comprehend the creation of an ellipse from a bundle of rays. That is quite a lot.

Perhaps it would be interesting to first give, for example, the basic concepts of analytical geometry and then those of projective geometry. You could then handle conical sections analytically and projectively. Now, there is usually a course for analytical geometry and then one for projective. It would be very interesting to teach the whole theory of conical sections analytically and projectively.

I think we need to close for today. I would certainly advise you to consider the courses in Dornach. Bring your plans with you. In Dornach, our direction is more toward people, but students want to have it more toward subjects. We could certainly specialize things. Dr. Schubert, there is certainly not much research about the soul of language.

I hope that our working together will develop more in the way I mentioned at the beginning today.