The Rudolf Steiner Archive

The experiences of life often lead to apparent contradictions. However, it is just when we carefully examine the contradictions that we discover deep and intrinsic relationships. If you ponder somewhat carefully what I explained in my first talk and restated in the second, and you compare this with my examples yesterday of the inner connections between European languages, you will find such a contradiction. Look at the two series of facts that were characterized. We find in modern German many linguistic “immigrants.” We can feel how many words accompanied Christianity from the South and were added to the original treasure house of the Germanic languages. These words came to us together with Christian concepts and Christian perceptions; they belong today very much to our language. I spoke, too, of other immigrant words as significant because they belong to the widened range of our language possibilities, those that came in from the western Romance languages in the twelfth century. At that time the genius of the German language still possessed the power of adaptation; it transformed in its own way what was received from Western Europe, not only as to sound but also as to meaning. Few people suspect, I said before, that the German word fein (fine) is really of French origin: fin, and that it entered our language only after the twelfth century.

I mentioned Spanish elements coming in at a later time, when German no longer had the same strength of transformation—and how this strength was totally at an end when English words entered the German language during the last part of the eighteenth but particularly during the nineteenth century. Thus we see words being continually taken over in Central Europe, from the Latin or from the Greek through Latin, or from the western Romance languages. Because of all this, we can say that our present vocabulary has absorbed foreign elements but also that our language in its very origin is related to the languages that gave it seemingly foreign components in later times.

We can easily establish the fact—not in the widest sense but through characteristic examples—that languages over far-flung areas of the earth have a common origin. Take naus for instance, the Sanskrit word for ‘ship’. In Greek it is also naus, in Latin navis. In areas of Celtic coloring you will find nau. In Old Norse and the older Scandinavian tongues you have nor: [In English there is nautical, nautilus, navy, navigate, and so forth]. It is unimportant that this word root has been thrown overboard [German has Schiff noun, and schiffen, verb, as English ship, noun and verb]. Despite this, we can observe that there exists a relationship encompassing an exceedingly large area across Europe and Asia.

Take the ancient East Indian word aritras. We find the word later as eretmón in Greek and then, with some consonants dropped, as remus in Latin. We find it in Celtic areas as rame and in Old High German as ruodar. We still have this word; it is our Ruder tudder’, ‘oar’. In this way one can name many, many words that exist in adaptations, in metamorphoses, across wide language sectors; the Gothic, the Norse, the Friesian, Low German, and High German—also in the Baltic tongues, the Lithuanian, Latvian, and Prussian. We can also find such words in the Slavic languages, in Armenian, Iranian, Indian, Greek, Latin, and Celtic. All across the regions where these languages were spoken, we discover that a primeval relationship exists; we can easily imagine that at a very ancient time the primordial origins of language-forming were similar right across these territories and only later became differentiated.

I did say at the beginning that the two series of facts contradict each other, but it is just by observing such contradictions that we can penetrate more deeply into certain areas of life. The appearance of such phenomena leads to our discovering that human evolution through the course of history has not at all taken place in a continuously even way, but rather in a kind of wave movement. How could you possibly imagine this whole process, expressed in two seemingly contradictory bodies of fact, without supposing that some relationship existed between the populations of these far-flung territories? We can imagine that these peoples kept themselves shut off at certain times, so that they developed their own unique language idioms, and that periods of isolation alternated with periods of influencing or being influenced by another folk. This is a somewhat rough and ready characterization, but only by looking at such rising and falling movements can we explain certain facts. Looking at the development of language in both directions, as I have just indicated, it is possible to gain deeper insights also into the essential nature of folk development.

Consider how certain elements of language develop—and this we will do now for the German language—when a country closes itself off from outside influences and at other times takes in foreign components that contribute their part to the spirit-soul elements expressed through language. We can already guess that these two alternating movements evoke quite different reactions in the spirit and soul life of the peoples.

On one hand it is most significant that a primordial and striking relationship exists between important words in Latin and in the older forms of the Central European languages—for instance, Latin verus ‘true’, German wahr ‘true’, Old High German wâr [in German /w/ is pronounced /v/. We have in English verity, very, from Old French veras]. If you take such obvious things as Latin, velle = wollen ‘will’ or even Latin, taceo ‘I am silent’ and the Gothic thahan [English tacit, taciturn, you realize that in ancient times there prevailed related, similar-sounding language elements over vast areas of Europe—and this could be proven also for Asia.

On the other hand, it is really remarkable that the inhabitants of Central Europe from whom the present German population originated, accepted foreign elements into their languages relatively early, even earlier than I have described it. There was a time when Europe was much more strongly pervaded by the Celtic element than in later historic times, but the Celts were subsequently crowded into the western areas of Europe; then the Germanic tribes moved into Central Europe, quite certainly coming from northern areas. The Germans accepted foreign word elements from the Celts, who were then their western neighbors, much as they later accepted them from the Romans coming from the South. This shows that the inhabitants of Central Europe, after their separate, more closed-off development, later accepted foreign language elements from the neighbors on their outer boundaries, whose languages had been originally closely related to their own.

If the external development of language could be traced back far enough—of course, it cant be—we would ultimately arrive at that primeval language-forming power of ancient times when language came about through what I described yesterday as a relationship to consonants and vowels, a relationship of sound and meaning. Languages start out with a primitive structure. What then brings about the differences in them? Variety is due, for instance, to whether a tribe lives in a mountainous area or perhaps on the plain. The larynx and its related organs wish to sound forth differently according to whether people live high up in the mountains or in a low-lying area, and so on, even though at the very beginning of speech, what emerges from the nature of the human being forms itself in the same way.

We note that as the word moves from one area to another, a transformation of the sound takes place. The corresponding step to German /z/ is in other languages a step to /th/.

This is by no means off-base theorizing. To describe the process in detail we should have to collect many examples, yet this sequence corresponds to Grimm’s Law in the metamorphosis of language.¹Take, for instance, the Greek word thyra, ‘door’. If we take it as an early step, arrested at the first stage, we must expect the next step to use a /d/, and sure enough, we find it in English: door: The final change would arrive clockwise at /t/, and there it is: modern German Tür, ‘door’.

Therefore we can find, if we look, the oldest “language-geological stratum,” where the metamorphosing word stands on any one of these steps. The next change will stand on the following step, and then on the final step as modern German.

If the step expressed in Latin or Greek contains /t/, English (which has remained behind) will have the /th/, and modern German (which has progressed beyond English) will have a /d/ [cf. Latin tu, Anglo-Saxon thu ‘thou’, German du ‘you'].

When modern German has /z/ (corresponding to English /th/ the previous step would have been /t/, and the original GrecoLatin word would have had a /d/. This can be discovered.

We would then expect, following a word with a /t/ in Gothic, to find as the second step a /z/. Take the word Zimmer ‘room’, for the relationship of modern German to the next lower, earlier step in the Gothic or in Old Saxon, both of which stand on the same level: Zimmer has come from timbar. From /z/ we have to think back to /t/. This is merely the principle; you yourselves can find all this in the dictionary.²

There are many other lively language metamorphoses; as a parallel to the just-mentioned sequence, there is also this one: if an earlier word has a /b/, this becomes on the next step a /p/, followed on the third step by /f/, /ph/, or /pf/ [Latin labi ‘slip’, Anglo-Saxon, hleapan ‘leap’, German laufen ‘run’].

In the same way the connection /g/—/k/—/h/ or /ch/ exists. You will find corresponding examples [cf. Latin ego, Anglo-Saxon ic, Dutch ik German ich]. We can sum up as follows: Greek and Latin have retained language elements at an early stage of metamorphosis. Whatever then became Gothic advanced to a later stage and this second stage still exists today, for instance in Dutch and in English. A last shift of consonants took place finally around the sixth century A.D., when language advanced one stage further to the level of modern German. We can assume that the first stage will probably be found spread far into Europe, in time perhaps only up to about 1500 B.C. Then we find the second stage reigning over vast areas, with the exception of the southern lands where the oldest stage still remained. And finally there crystallizes in the sixth century A.D. the modern German stage. While English and Dutch remain back in the earlier second stage, modern German crystallizes out.

I urge you now to take into account the following: The relationship that people have to their surroundings is expressed by the consonants forming their speech, completely out of a feeling for the word-sound character. And this can only happen once—that is, only once in such a way that word and outer surroundings are in complete attunement. Centuries ago, if the forerunners of the Central European languages used, let’s say, a /z/ on the first step to form certain words, they had the feeling that the consonant character must be in harmony with the outside phenomena. They formed the /z/ according to the outer world.

The next stage of change can no longer be brought about according to the outside world. The word now exists; the next stages are being formed internally, within human beings themselves and no longer in harmony with their surroundings. The reshaping is in a way the independent achievement of the folk soul. Speech is first formed in attunement with the outer world, but then the following stages would be experienced only inwardly. An attuning to the external does not take place again.

Therefore we can say that Greek and Latin have remained at a stage where in many respects a sensitive attunement of the language-forming element to the outer surroundings has been brought to expression. The next stage, forming Gothic, Old High German, Old English, and so forth, has proceeded beyond this immediate correspondence and has undergone a change to the element of soul. These languages have therefore a far more soul-filled character. We see that the first change that occurs gives language an inner soul coloring. Everything that enters our sensing of language on reaching this second stage gives inwardness to our speech and language. Slowly and gradually this has come about since 1500 B.Cc. This kind of inwardness is characteristic of certain ancient epochs. Carried over into later ages, however, it changed into a simpler, more primitive quality. Where it still exists today, in Dutch and English, it has passed over into a more elemental feeling for words and sounds.

Around the sixth century A.D. modern German reached the third stage.³ Now the distancing from the original close attunement to the outside proceeds still further. Through a strong inward process the form of modern German proceeds out of its earlier stage. It had reached the second stage of its development and moved into the realm of soul; the third stage takes the language a good distance away from ordinary life. Hence the peculiar, often remote, abstract element in the German language today, something that presses down on the German soul and that many other people in the rest of Europe cannot understand at all. Where the High German element has been wielded to a special degree, by Goethe and Hegel for instance, it really can't be translated into English or into the Romance languages. What comes out are merely pseudo-translations. People have to make the attempt, of course, since it is better to reproduce things somehow or other rather than not at all. Works that belong permanently to this German organism are penetrated by a strong quality of spirit, not merely a quality of soul. And spirit cannot be taken over easily into other languages, for they simply have no expressions for it.

The ascent of a language to the second step, then, is not only the ensouling of the language, but also the ensouling of the folk-group’s inwardness through the language. The ascent to the third step that you can study especially in modern German [and especially in written German], is more a distancing from life, so that by means of its words such abstract heights can be reached as were reached, for instance, by Hegel, or also, in certain cases, by Goethe and Schiller. That is very much dependent on this reaching-the-third-step. Here German becomes an example. The language-forming, the language-development frees itself from attuning to the external world. It becomes an internal, independent process. Through this the human-individual soul element progresses which, in a sense, develops independently of nature.

Thus the Central European language structure passed through stages where from a beginning step of instinctive, animal-like attuning to the outer world, it acquired soul qualities and then became spiritual. Other languages, such as Greek and Latin, developed differently in their other circumstances. As we study these two ancient languages primarily from the standpoint of word formation, we have to conclude that their word and sound structures are very much attuned to their surroundings. But the peoples who spoke these languages did not stop with this primitive attunement to the world around them. Through a variety of foreign influences, from Egypt and from Asia, whose effects were different from those in Europe, Greek and Latin became the mere outer garment for an alien culture introduced to them from outside, essentially a mystery culture. The mysteries of Africa and Asia were carried over to the Greeks and to a certain degree to the Romans; there was enough power in them to clothe the Asian mysteries and the Egyptian mysteries with the Greek and Latin languages. They became the outer garments of a spiritual content flowing into them drop by drop. This was a process that the languages of central and northern Europe did not participate in. Instead, theirs was the course of development I have already described: On the first step they did not simply take in the spiritual as the Greeks had done but first formed the second stage; they were about to reach the third stage when Christianity with its new vocabulary entered as a foreign, spiritual element. Evidently, too, the second stage had been reached when the Celtic element made its way in, as I described earlier. With this we see that the spiritual influence made its entrance only after an inner transforming of the Germanic languages had taken place. In Greek and Latin there was no transforming of this kind but rather an influx of spirituality into the first stage.

To determine the character of a single people, we have to study concrete situations or events, in order to discover the changes in its language and its relationship to spiritual life. Thus we find in modern German a language that, on reaching its third stage, removed itself a good distance from ordinary life. Yet there are in German so many words that entered it through those various channels: Christianity from the South, scholasticism from the South, French and Spanish influences from the West. All these influences came later, flowing together now in modern German from many different sources.

Whatever has been accepted as a foreign element from another language cannot cause in us as sensitive a response as a word, a sound combination, that has been formed out of our own folk-cultural relationship to nature or to the world around us. What do we feel when we utter the word Quelle ‘spring’, ‘source’, ‘fountain’; ‘cognate, well? We can sense that this word is so attuned to the being of what it describes, we can hardly imagine calling it anything else if with all our sensitivity we were asked to name it. The word expresses everything we feel about a Quelle. This was the way speech sounds and words were originally formed: consonants and vowels conformed totally to the surrounding world. [English speakers can feel the same certainty about spring. Anglo-Saxon springan. Arnold Wadler has pointed out the particularly lively quality of all spr- words, such as sprout, sprig, sprite, spray, sprinkle, surprise, even sport—and of course spirit.] But now listen to such words as Essenz ‘essence’ or Kategorie ‘category’ or Rhetorik ‘rhetoric’. Can you feel equally the relationship to what the word meant at its beginning? No! As members of a folk-group we have taken in a particular word-sound, but we have to make an effort to reach the concept carried on the wings of those sounds. We are not at all able to repeat that inner experience of harmony between word-sound and concept or feeling. Deep wisdom lies in the fact that a people accepted from other peoples such words in either their ascending or descending development, words it has not formed from the beginning, words in which the sound is experienced but not its relationship to what is meant. For the more a people accepts such words, the more it needs to call upon very special qualities in its own soul life in order to come to terms with such words at all. Just think: In our expletives and exclamations we are still able today to experience this attuning of the language-forming power to what is happening in our surroundings. Pfui! ‘pooh! ugh!’, Tratsch! ‘stupid nonsense!’, Tralle walle! [probably an Austrian dialect term. English examples: ‘Ow!’, ‘Damn!’, ‘Hah!’, ‘Drat it!']. How close we come to what we want to express with such words! And what a difference you find when you're in school and take up a subject—it needn't even be logic or philosophy—but simply a modern science course. You will immediately be confronted with words that arouse soul forces quite different from those that let you sense, for instance, the feeling you get from Moo! that echoes in a “word” the forming of sounds you hear from a cow. When you say the word Moo, the experience of the cow is still resounding in you.

When you hear a word in a foreign language, a very different kind of inner activity is demanded than when you merely hear from the sound of the word what you are supposed to hear. You have to use your power of abstraction, the pure power of conceptualizing. You have to learn to visualize an idea. Hence a people that has so strongly taken up foreign language elements, as have the Central Europeans, will have educated in itself—by accepting these foreign elements—its capacity for thinking in ideas.

Two things come together in Central Europe when we look at modern German: on the one hand the singular inwardness, actually an inner estrangement from life, that results from moving into the third stage of language development; on the other hand, everything connected with the continuous takingin of foreign elements. Because these two factors have come together, the most powerful ability to form ideas has developed in the German language; there is the possibility to rise up to completely clear concepts and to move about freely within them. Through these two streams of language development, a prodigious education came about for Central Europe, the education of INNER WORDLESS THINKING, where we truly can proceed to a thinking without words. This was brought about in abundant measure by means of the phenomena just described.

These are the things that have evolved; we will not understand the nature of modern German at all if we don't take them into account. We should observe carefully the sound-metamorphoses and word-metamorphoses that occur through the appropriation of foreign words at the various stages of development.

This is what I wanted to present to you today, in order to characterize the Central European languages.

• 1. Jakob Grimm in his book on Germanic grammar codified this consonant shift so that it is known as Grimm’s Law. See lecture 2, pp. 29-30.
• 2. See also Rudolf Steiner, The Realm of Language and Arnold Wadler, One Language.
• 3. “Starting most probably in the southernmost reaches of the German-speaking lands, some time in the fifth century, a series of sound changes gradually resulted in restructuring the phonetic systems of all the southern and many of the midland dialects, resulting in High German”—John T. Waterman, A History of the German Language (Seattle: University of Washington Press, 1966).

You have seen that the most important concern of this course is to show how the history of language-forming originates in human soul qualities. Indeed, it is impossible to arrive at an understanding of the vocabulary of any modern language without understanding its inner soul nature. So I would like to add today some examples to show you how the phenomena of language are related to the development of the folk souls.

First let me call your attention to two words that belong together: Zuber ‘tub’ and Eimer ‘pail’. They are old German words; when you use them today, you are aware that an Eimer is a vessel with a single handle fastened on top in which something can be carried; Zuber has two handles. That is what they are today when we use the two words, Zuber and Eimer. To investigate the word Eimerwe have to go back a thousand years and find it in Old High German as the word ein-bar. You remember that I introduced you to the sound group bar (lecture 2), related to beran, ‘to carry’. Through the contraction of ein-bar ‘one carry’, Eimer ‘pail’ came about. We have it clearly expressed, transparently visible in the old form: the carrying with one handle, for bar is simply something to carry with. Zuber in Old High German is Zwei-bar ‘two-carry’, a vessel carried by two handles, a tub. [The origin of tub from Middle High German tubbe surely has to do also with ‘two’.] You see how words today are contractions of what in the older form were separate pieces or phrases that we no longer distinguish.

There are many such examples; we can put our minds to a few typical ones. Take the word Messer 'knife’. It goes back to Old High German mezzi-sahs. Mezzi is related to ezzan, the old form of essen, ‘to eat’, with an introductory /m/. As for sahs (sax is another pronunciation of the same word), we need to remember that when Christianity spread across southern Germany, the monks encountered the worship of three ancient divinities, one of whom was Sachsnot or Ziu, the God of War [still present in English Tuesday ‘Mars-day’]. Sachsnot means ‘the living sword’; sahs has the same sound configuration. Therefore in the word Messer you have the composite ‘eating sword,” the sword with which you eat.

Interesting, too, is the word Wimper [‘eyelash’ today, but seems to describe eyebrow], which goes back to wint-bra. Bra is the ‘brow’ and wint is something that ‘winds itself around’. You can picture it: the ‘curving brow’. In the contraction Wimper we no longer distinguish the single parts.

Another word that characterizes such contractions, where originally the relationships were felt perceptively, you know as the fairly common German word Schulze ‘Mayor’. When we look back at Old High German we find sculd-heizo. That was the man in the village to whom one had to go to find out what one’s debt (Schuld) was. He told a fellow who had been up to some kind of mischief what his fine would be. The person who had to decide, to say (heissen) what debt or fine was due was the Sculd-heisso, Schuld-heisser ‘debt namer’. This became Schulze. I am giving you these examples so that you can follow me as we trace the course of language development.

Something else can be observed in this direction, something that still often happens in dialects. In Vienna, for instance, a great deal of dialect has been retained in a purer state than in northern Germany, where abstractness came about quite early. The Austrian dialect goes back to a primitive culture, as far back as the tenth century. The language-forming genius with its lively image quality was still active in southern German areas but did not enter the northern German culture. There is a picturesque word in Vienna: Hallodri. That's ‘a rascal, a rowdy’, who likes to raise a ruckus, who's a trouble-maker, who's possibly guilty of a few minor offences. The Hallo in the word points to how a person shouts [like English Hello! with a touch of holler]. The ri has to do with the shouting person’s behavior; it is a dialect holdover from the Old High German ari, which became aeri in Middle High German, finally becoming weakened in modern German to the suffix -er [This corresponds exactly to -er in English, as in baker, farmer, storyteller] If you take the Old High German word wahtari, there at the end of it is the syllable you encountered in the Austrian dialect word Hallodri. It means somehow or other ‘being active in life'—that is the syllable ari; waht is ‘to watch'. The person who takes on the office of watching is the wahtari In Middle High German it became wachtaere, still with the complete suffix. Now in Modern German it is Wächter ‘watcher, watchman, guard’. The ari has become the syllable -er; in which you perceive very little of the original meaning: handling or managing something. This you should feel in words with the suffix -er; retained from ancient times, for example: The person who handles or manages the garden is the gartenaere, the gardener: It is an illustration of the way language today makes an effort to adapt sound qualities—everything I would call musical—slowly into abstractness, where the full sense of the sound can no longer be perceived, especially not in the full sense of the concept or its feeling quality.

The following is an interesting example. You know the prefix -ur ‘original, archetypal’ in the words Ursache ‘first cause, original cause’, Urwald ‘primeval forest, jungle’, Urgrossvater ‘great-grandfather, ancestor’, and so on. If we go back almost two thousand years in the history of our language, we find this same syllable in Gothic as uz In Old High German, about the year 1000 A.D. we find the same syllable as ar; ir; or ur. Seven hundred years ago it was ur and so it remains today, having changed rather early. As a prefix to verbs it has become weak. We say, for instance, to express something being announced, Kunde ‘message’; if we want to designate the first message, the original, the one from which the other messages arise, we say Urkunde ‘document, charter’. In verbs the ur is weakened to er. To augment the verb kennen ‘to know’; (cognate: ken) we do not say—as might have been possible—Urkennen, but rather erkennen ‘to understand, recognize’. Er has exactly the same level of meaning in such a word as ur does in urkunde. If I make it possible for someone to do a certain thing, I erlaube ‘allow’” him something. If I change this into a noun, in a certain situation, it becomes Urlaub ‘vacation’, something I give a person through my act of ‘allowing’. Another word formation related to all this is exceedingly interesting—you know the expression “to make land urbar" ‘arable’. Urbar is also related to beran (‘to bear’; see lecture 2). Urbaris the ‘primordial cause inducing the land to bear’. There is an analogous meaning in the word ertragen ur-bear, to yield, endure’. If you say nowadays something about the Ertrag des Ackers ‘the yield of one’s land’, you are using the same word as in urbar machen des Ackers ‘making the field yield its first crop’. Originally the word urbar was also used to say ‘work the land so that it bears enough, for instance, to pay its taxes or rent’. [Note: English acre has become a measurement, whereas Acker is the land itself. Arnold Wadler in his One Language takes this word back to Agros (Greek, ‘soil’), further back to Ikker (Hebrew, ‘peasant’), and finally to A-K-R (Egyptian, ‘earth-god’) to show how ancient words with a spiritual meaning descend through the ages to a sense that is more and more physical and abstract. ‘God’—‘human being’—‘land’—‘measurement’. A similar change occurs from Agni, Hindu god of fire, to Ignis (Latin, ‘fire’) and finally ignition, ‘part of an internal-combustion engine’.]

To study the prefixes and suffixes of a language is in every sense most interesting! For instance, there is the prefix ge- in numerous words. This goes back to the Gothic ga, in which one truly felt the gathering. [Here the best example is offered in English: Anglo-Saxon gaed, ‘fellowship’, related to gador in ‘together’.] Ga- carries the feeling of assembling, pushing together. In Old High German it became gi, and in modern German ge [Wadler once described the consonant as the musical instrument on which the vowel-melody is played, hence the ever-changing vowels in epochs of time and in comparable languages.]| When you put ge in front of the word salle or selle ‘room, hall’, you come to Geselle ‘fellow, journeyman’ a person who shares a room with another or sleeps in the same lodging with him. Genosse ‘comrade’ is a person who geniesst ‘enjoys’ something together with another.

I want to call your attention to what is characteristic in these examples. Someone who experiences within the sounds of a word the immediate feeling for its meaning surely has a different relationship to the word than does a person without that feeling. If you simply say Geselle because you've known what it means since childhood, it is a different thing than if you have a feeling for the room and the connection within the room of two or more people. This element of feeling is being thrown off; the result is the possibility of abstractness.

Another example is part of many of our words, the suffix - lich (English -ly) as in göttlich ‘divine, godly, and freundlich ‘friendly’. If you look for it two thousand years ago, you will find it in Gothic as leiks. It became lich in Old High German, related originally to leich and also leib ‘body’. I told you (see lecture 2, pages 32-33) that leich/leib expresses the form' (Gestald left behind when a person dies. Leichnam ‘corpse’ is really a somewhat redundant expression, a structure such as a child creates when it combines two similar sounding words like bow-wow or quack-quack, where the meaning arises through repetition. Dissimilar sounding words, however, may also be combined in this way, and such a combination is the word Leichnam. Leich, as we said, is the form that remains after the soul has left the body. Nam, in turn, derives from ham and ham is the word still preserved in Hemd ‘shirt’, meaning shroud or sheath, Hülle. Leichnam means therefore the form-shroud’ that we cast off after death. Hence there is a combination of two similar things, form’ and—somewhat altered—‘sheath’, put together like bow-wow.

Out of this leiks/leich our suffix -lich has developed. When we use the word göttlich ‘godly’, it points toward a form’ with its - lich, which is leiks ‘form’: a form that is godly or divine, ‘of the shape or form of God'. This is particularly interesting in the Old High German word anagilih, which still contains ana from the Gothic; ana means ‘nearly’, ‘almost’. Gilihis the form. Today’s word ähnlich ‘similar, analogous’ means what ‘almost has the form'.

This is a good example for studying not so much the history as more particularly the psychology of language. It still shows how nuances of feeling, in earlier times, were vividly alive in the words people used. Later this feeling, this emotional quality slowly separated from any language experience, so that whatever unites a mental picture with speech sounds has become a totally abstract element. I have just spoken about the prefix ge-, Gothic ga-. Imagine that the ‘gathering together’ of ga-, which is now ge-, could still be felt and were now applied to the element of form’, to the leich, then according to what we could feel historically, it could mean ‘agreement of form'. This meaning lives in the word like an open secret. Geleich = gleich means ‘forms that agree’, forms that act together’: gleich ‘very similar, identical, equal’.

Consider for a moment a word that unveils many secrets. Today we will look at it from only one point of view. It is Ungetüm ‘monster’. [In German the two dots over an /ä/, /ö/ or /ü/, called an Umlaut, change the quality and sound of the vowel.¹ ] The /ü/ in Ungetüm was originally /u/ and this tum, if looked at separately, goes back to Old High German fuom, which is related to the verb tun ‘to do, bring about, achieve, bring into a relationship’. In every word containing the suffix -tum, the relationship of things working together can still be felt—as in Königtum ‘kingdomy', Herzogtum ‘dukedom, duchy'. The Ungetüm is a creature with whom no real working together is possible. Un, the prefix, denotes the ‘negative’; getum could be the ‘working together’.

We have numerous words, as you know, with the suffix -ig (English -y), such as feurig ‘fiery’, gelehrig ‘docile, teachable’, [cf. saucy; bony, earthy] and so on. This goes back to Old High German -ac or -ic and to Middle High German -ag or -ig. It signifies approximately what we describe with the adjective eigen ‘own, one’s own'. Hence, where the suffix -ig appears, it points to a kind of ownership. Feurig is feuereigen, something whose property is fiery’. I have told you that it is possible to observe how the genius of a language undergoes increasing abstractness, which is the result of this sort of contracting and what comes about then as the assimilation of sound elements, such as feurig from feuer-eigen.

It could be expressed like this: In very ancient stages of a people’s language development, the feelings were guided totally by the speech sounds. One could say language was made up only of differentiated, complicated images through the consonant sounds, picturing outer processes, and of vowel elements, interjections, expressions of feeling occurring within those consonant formations. The language-forming process then moves forward. Human beings pull themselves out, more or less, of this direct experience, the direct sensing of sound language. What are they actually doing as they pull themselves out and away? Well, they are still speaking but as they do so, they are pushing their speech down into a much more unconscious region than the one where mental pictures and feelings were closely connected with the forming of the sounds. Speech itself is being pushed down into an unconscious region, while the upper consciousness tries to catch the thought. Look closely at what is going on as soul-event. By letting the sound associations fall into unconsciousness, human beings have raised their consciousness to mental pictures (Vorstellen) and perceptions that no longer are immersed in language sounds and sound associations. Now people have to try to capture the meaning, a meaning somehow still indicated by the sounds but no longer as intimately connected with them as it had been. We can observe this process even after the original separating-out of the sound associations has taken place; just as people previously had related to the sounds, now they had to make a connection to words. By that time there had come into existence words with sound associations no one finds any relationship to; they are words connected through memory to the conceptual. There, on a higher level, words pass through the same process that sounds and syllables underwent earlier.

Suppose you want to say something about the people of a certain area, but you don't want to sound completely abstract. You wouldn't want to say “the human beings of Württemberg" [the German state where the lecture was being given]; that would be too abstract. And you probably wouldn't want to reach top level abstraction with “the inhabitants of Württemberg.” If you want to catch something more concrete than “human beings,” you might think of “the city and country people of Württemberg” (die Bürger und Bauern). This would denote not actually city people nor country people but something that hovers in between. In order to catch that hovering something, both words are used. This becomes especially clear and interesting when the two words, used to express a concept, approach from two sides and are quite far apart from each other, for instance when you say Land und Leute ‘land and people’. [Something similar in English: the world and his wife]. When you use such a phrase, what you want to express is something hanging between the two words that you are trying to approach. Take Wind und Wetter ‘wind and weather’: when you say it, you can't use just one word; you mean neither wind nor weather, but something that lies between, put into a kind of framework. [In English we have many similar double phrases from earliest times: might and main; time and tide; rack and ruin; part and parcel; top to toe; neither chick nor child—and many of them are alliterative, that is, repeating the same consonant at the beginning of both words.].

It is interesting to note that as language develops, such double phrases use alliteration, assonance, or the like. This means that the feeling for tone and sound is still playing its part; people who have a lively sense for language are still able, even today, to continue using such phrases and with them are able to capture a mental image or idea for which one specific word is not immediately available.

Suppose I want to describe how a person acts, what his habits are, what his essential nature is. I will probably hesitate to use just one word that would make him out to be a living person but passive—for I don't want to characterize him as living essentially a passive life nor on the other hand an active life; I want to deduce his activity out of his intrinsic nature. I can't say, his soul lebt ‘exists’; that would be too passive. Nor can I say, his soul webt ‘is actively in motion, weaves, wafts’; that would be too active. I need something in between, and today we can still say, Die Seele lebt und webt ‘Just as he lives and breathes'.

Numerous examples of this kind proceed from the language-forming genius. If you want to express what is neither Sang ‘song’ nor Klang ‘sound’, we say Sang und Klang ‘with drums drumming and pipes piping’. Or you might want to describe a medieval poet creating both the melody and the words of a song—people often wanted to say that the Minnesingers did both. One couldn't say Sie ziehen herum und singen ‘they wander about and sing’ but rather, Sie ziehen herum und singen und sagen ‘they wander about singing and telling’. What they did was a concept for which no single word existed. You see, such things are only what I would call latecomers or substitutes for the sound combinations we no longer quite understand. Today we form contractions of such phrases as Sang und Klang, singen und sagen, sound-phrases which in earlier times retained the connection between sound-content and the conceptual feeling element.

To take something very characteristic in this respect, look at the following example. When the ancient Germans convened to hold a court of justice, they called such a day tageding ‘daything’. What they did on that day was a ding We still use the expression Ding drehen, literally, ‘to turn a thing’; slang, ‘to plan something fishy'. A ding is what took place when the ancient Germans got together to make legal decisions. They called it a tageding. Now take the prefix ver-: it always points to the fact that something is beginning to develop (Anglo-Saxon for- used in forbear, forget, forgive, and so forth). Hence, the occurrences at the fageding began to develop further and one could say, they were being vertagedingt. And this word has slowly become our verteidigen ‘to defend, to vindicate’, with a small change of meaning. You see how the sound combination vertageding began to undergo the same process as the word combinations do later.

Thus we find that little by little the conceptual life digresses ever further from the pure life of language sounds. Consider the example of the Old High German word alawari. All-wahr, ganz wahr ‘completely true, altogether true’ was the original meaning, but it has become today's word albern ‘foolish’. Just think what shallowness of the folk soul you are looking into when you see that something with the original meaning of ‘altogether true’ has become ‘foolish’, as we hear and feel the word today. The alawari must have been used by tribes, I would say, who considered the appearance of human all-truth as something stupid and who favored the belief that a clever person is not alawari. Hence the feeling that ‘one who is completely honest is not very clever’, ie., albern ‘silly, foolish, weak-minded’. It has carried us over to something for which originally we had a quite different feeling.

When studying such shifts of meaning, we are able to gaze deeply into the language-forming genius in its connection with qualities of soul. Take our word Quecksilber ‘quicksilver, mercury’, for instance, a lively, fluid metal. Queck is the same word as Quecke ‘couch grass’, also called quick, quitch, twitch, or witch grass’, which has to do with movement, the same word as quick contained in the verb erquicken ‘to refresh, revive’; cognate, to quicken, ‘the quick and the dead’. This sound combination queck and quick, with the small shift to keck ‘bold, saucy’ originally meant ‘to be mobile’. If I said five hundred years ago 'er ist ein kecker Mensch’, I would have meant that he is a ‘lively person’, not one to loaf around, to let the grass grow under his feet, one who ‘likes work and gets going’. Through a shift of meaning, this keck has become ‘bold, saucy'. The path inward toward a soul characteristic led at the same time to an important change of meaning.

Another word frech originally meant kühn im Kampfe ‘bold in battle’. Only two hundred years ago frech ‘fresh, impudent, insolent’ meant a courageous person, someone not afraid to stand his man in a fight. Note the shift of meaning. Such shifts allow us to look deeply into the life and development of the human soul.

Take the Old High German word diomuoti. Deo/dio always meant ‘man-servant’; muoti is related to our word Mut ‘courage’; cognate, mood, but formerly it had a different meaning, to be explained today by attitude, the way we are attuned to the world or to other people. We can say that dio muoti actually signified the attitude of a servant, the mood a servant should have toward his master. Then Christianity found its way north. The monks wanted to tell the people something of what their attitude should be toward God and toward spiritual beings. What they wanted to express in this regard they could only do in relation to the feeling they already had for the ‘servant’s attitude’. And so diomuoti gradually became Demut ‘humility’. The religious feeling of humility derives from the attitude of a servant in ancient Germanic times; this is how shifts of meaning occur.

To study this process it is especially interesting to look at words, or rather the sound- and syllable-combinations where the shift of meaning arose through the introduction of Christianity. When the Roman clergy brought their religion to the northern regions of Europe, changes occurred whose fundamental significance can be outwardly understood only by looking at the shifts of meaning in the language. In earlier times before the advent of Christianity, there existed a well-defined master/servant relationship. About a person who had been captured in battle, put into service, and made submissive, his master—wishing to imply Der ist mir nützlich ‘he is useful to me'—would say Der ist fromm, das ist ein frommer Mensch ‘he is a pious man'. Only a last remnant of this word fromm exists today where, to put it a bit jokingly, it is only somewhat reminiscent of its original meaning in the phrase zu Nutz und Frommen ‘for use and profit’, that is, ‘for the greater good'. The verb frommen is combined here with ‘usefulness’, which originally was its identical meaning, but the idea of finding something useful is pointed out with tongue in cheek. The servant who was fromm was a most useful one. The Roman clergy did find that some people were more useful to them than others and these they called fromm ‘pious’. And so this word has come about in a peculiar way through the immigration of Christianity from Rome. With such words as Demut ‘humility’ and Frommsein ‘piety’ you can study some of the special impulses carried by Christianity from south to north.

To understand language and its development you have to pay attention to its soul element, to the inner experience that belongs to it. There exists in the forming of words what I characterized as the consonantal element on the one hand, the imitation of external processes, and on the other hand, the element of feeling and sensing, for instance, as interjections., when perceptions are expressed in their relationship to the external world. (See also expletives, lecture 3, p 48)

Let us consider a distinctly consonantal effect one can experience in one’s feeling for language, quite far along in its development.

Suppose that someone is looking at this form I am drawing here. A simple person long ago would have had two kinds of feeling about it. Looking at the form from below, that person perceived it as something pressed inward; the feeling itself slowly grew into the sound formation we have in our word Bogen ‘bow, as in rainbow’. However, looking at the form from above downward and perhaps bending it out as much as possible (drawing it), what I see now, looking down, comes into speech as Bausch ‘hump, bunch, ball’. From below it is a Bogen; from above, it is a Bausch. The two words still contain something of our perceptive feeling. When you want to express what is contained in both words together but is no longer attached to our perception, and goes outward to describe the whole process, you may say in Bausch und Bogen, ‘in bump and bow’ [lock, stock and barrel’ is a similar English idiomatic phrase]. In Bausch und Bogen would be an imaginative phrase for this (pointing to the drawing), seen from above and below. You can apply these two points of view also in the moral or social realm, in closing a business deal with someone, so that the final outcome is considered from both inside and outside. Looking at it from within, the result is profit; from outside there is the corresponding loss. When you close a business deal, whether for profit or loss, you can say it's done in Bausch und Bogen; you don't have to pay attention to either of the single components (as in the English phrase for better or for worse).

With all this I have wanted to explain to you that by following the development of speech sound elements as well as words and phrases, pictures will arise of the folk soul development as such. You will be able to discover many things if you trace along these lines the movement from the concrete life of speech sounds to the abstract life of ideas. You need only to open an ordinary dictionary or pick up words from the talk going on around you, and then trace the words as we have done. Especially for our teachers I want to mention that it is extraordinarily stimulating to point out such bits of language history occasionally to the children right in the middle of your lesson; at times it can truly enlighten a subject and also stimulate more lively thinking. But you must remember that it’s easy to get off on the wrong track; one must be exceedingly careful, for—as we've seen—words pass through a great variety of metamorphoses. It is very important to proceed conscientiously and not seize on superficial resemblances in order to form some theory or other.

You will see from the following example how necessary it is to proceed cautiously. Beiwacht ‘keeping watch together’ was originally an honest German word, like Zusammenwacht ‘together watch’, used to describe people sitting together and keeping watch. It is one of the words that did not wander from France into Germany as so many others did, but it somehow managed to wander into France, as did the word guerre (French, ‘war’) from the German Wirren ‘disorder, confusion’. In early times Beiwacht got to France and there became bivouac. And then it wandered back again, in one of the numerous treks of western words moving toward German regions after the twelfth century. When it returned, it became Biwak ‘an encampment for a short stay’. Thus an original German word wandered into France and then returned. In between it was used very little. Such things can happen, you see: Words emigrate, then it gets too stuffy for them in the foreign atmosphere—and back home they come again. There are many sorts of relationships like this that you can discover.

• 1. See discussion of the umlaut in lecture 6, page 90.

On the basis of what I have given you in these lectures and in order to reaffirm it strongly, I want to start out today with this remark: It is notably in philology that the consequences of a materialistic approach are the saddest, but perhaps also the most obvious. We can say that materialistic methods probably do more harm, for instance, in physics, because there it is less obvious—but it is most saddening in connection with language. Just here this could have been most easily avoided; just here it would have been possible to see how spirit and soul are actually at work in the language-forming genius. Now with this insight, our task will be to approach the earlier periods of language-forming by observing first of all what happens in later times. It is easier to survey the more recent happenings; you can follow language changes by noting how they shine through the accompanying changes in the feelings and perceptions of the folk soul. The language of the German people around the time of the Minnesingers—historians call it the age of chivalry—lies relatively far back but not so far that one can't trace literary matters easily enough to clarify this or that shift of meaning. By that time you don' find as many uncomplimentary phrases and epithets as in Homer, whose heroes applied names to each other that we would call insulting. Today we would hardly call each other ‘goat stomachs’ or ‘donkeys’. In those ancient times, however, a donkey was held in such esteem that a hero could be called a donkey. Animals then, it is evident from the Homeric epics, were by no means the object of such nuances of feeling as they are today.

We can come to some understanding of these things if we look for characteristic examples from a time close to ours. In the Middle Ages we find the figure of speech: Sie klebten wie ein Pech an ihrer Feinde Scharen ‘“They stuck like pitch to the ranks of the enemy’. It sounds laughable today to say of a person who perseveres bravely in battle, ‘He sticks like pitch’, but this expression was definitely used in the age of the Minnesingers.

In Wolfram von Eschenbach¹ you will find a characteristic figure of speech, showing us first of all what was considered important at the time: description through vivid images, and secondly, various nuances of feeling for things or processes that would today seem rather contemptuous. When von Eschenbach describes in a serious manner a duchess coming toward a gentleman, he says, Her appearance penetrated his eye and entered his heart, wie eine Nieswurz durch die Nase ‘like a sneezewort through the nose’. This is a vivid metaphor, for the scent of sneezewort penetrates one’s nose in a very lively way, one could even say ruchbar ‘smellable’ (see lecture 2, page 30), but we would certainly not use the phrase today. It shows how the world of feeling has changed, and this change in the world of feeling must be studied in order to get at the science of language in a nonmaterialistic way.

A more recent poet,² as you know, was still able to say of a dignified woman, Sie blickte wie ein Vollmond drein ‘Her glance was like the full moon'’. But this figure of speech, quite usual in the Middle Ages, would be inexcusable today. If you were prompted by a similar emotion to exclaim in this way to a lady, it would hardly be polite. In the Middle Ages, however, the loveliness and gentleness of the moon were transcendent in the hearts of the people. It was from this point of view that the association came about of the full moon with the beloved qualities of a lady’s glance and countenance.

Gottfried von Strassburg speaks in his Tristan³ quite seriously about geleimte Liebe ‘glued love’ as something that had come apart and then found its way together again. He spoke too about klebenbleiben ‘staying glued down' of wounded men on the battlefield. This would sound insulting today. When people in the Middle Ages described the kaiserlichen Beine ‘imperial legs’ of a person in order to express his stateliness, or die kaiserliche Magd Maria ‘the imperial maid Mary’, it points up essential aspects of change within the world of feeling.

In bringing you these examples, I want you to become observant as to how these subtle changes of feeling show up in obscure areas. For instance, one could speak in those early ages of krankem Schilfrohr ‘sick reeds’. What are sick reeds? Krank, ‘sick’, is here only a descriptive adjective for an exceedingly long, thin reed, and it is not at all far back in time when krank had no other meaning than ‘slim’. In those days when you called a person krank, you would have meant that he was ‘tall and slim’, certainly not that he was ‘ill’, in the present sense of the word. Had you wished to express sick, you would have used the term süchtig, von einer Sucht befallen, in modern usage, ‘chronically ill' or ‘addicted’. To be krank was to be ‘thin'—just think what has happened to this word! Gradually the feeling developed that it is ‘not quite human'’ to be ‘thin’. The notion has been adopted that a normal human being should be a little more substantial. With this detour came about the linking of the sound-connection Arank with the meaning ‘sick’ and the idea of a not-quite normal organism. We see how a word with one distinct shade of meaning can take on a clearly different one.

Not very long ago an innkeeper could do a good business by advertising elenden ‘miserable’ wine. He could trumpet forth in his village: “In my inn you get elenden wine!” It is exactly the same word that means ‘miserable’ today. Now, however, only in a dialect will you still find an echo of the old shade of meaning, where certain villages lying far out toward the border of the land are called the Elend villages. Even in my time in Styria in southern Austria, someone saying Der Mann ist aus dem Elend (the man is from the Elend) meant that he came from a village on the border. Certain villages have kept the name Elend up to the present day. This term has actually moved in from farther away, for elender wine meant ausländischer wine ‘foreign’, ‘outlandish’; Elend is the Ausland ‘foreign country’. So the innkeeper would have done good business, at least up to 1914, by advertising, say, French wines as elender wine. We see a shift of meaning similar to the one in Krank.

The poet Geiler von Kaisersberg⁴ speaks most peculiarly of a hübschen ‘pretty’ God. We couldn't say this today, but if you look it up in his works, you will find it more understandable. He meant with this a ‘benevolent’ God. Hübsch at that time carried the same shade of feeling as ‘kind’. [An English example: when James II (1633-1701) first saw St. Paul’s Cathedral in London, he called it amusing, awful, and artificial. He meant that it was ‘pleasing to look at’; ‘meriting awe’; and ‘full of skilful artifice’.] You will still find occasionally today surviving figures of speech, such as the phrase ein ungehobelter Mensch ‘an uncouth person’, literally ‘unplaned’ surface not smoothed with a Hobel, a carpenter’s plane. You will understand this word on meeting it in Martin Luther’s writing, that people are gehobelt ‘planed smooth’ by the prophets, that is, they are being put to rights, put in order, straightened up by the prophets. We find there the visual imagery of the act of planing with the ‘making straight’ in a moral sense.

After these examples from so far back in time, we can look at something closer to us. Lessing⁵ who lived more recently, wanted to describe the many things for which we rightfully develop great sympathy but which nevertheless cannot be called beautiful or be thought of as objects of art. By the way he phrased this, it can easily be misunderstood today: “Much of the Anzüglichsten, (‘offensive, suggestive, lewd’ in today's meaning) cannot be an object of art.” [Modern German uses another form of the verb anziehen, ‘to draw or pull’: anziehend = ‘attractive’.] Lessing means that many things of the most attractive nature cannot rightfully be called objects of art; in this word we have a real change on how the word is felt. We use the term nowadays for something essentially different.

It is interesting to trace the complicated way such shifts of meaning take place. Consider how the word krank, meaning ‘slim’ at an earlier time, might also be applied to a reed. A reed is krank when it is slim, less useful than a short, thick one. This shade of meaning gradually changed then to its present sense of ‘sick’, though somewhat modified once again. Adelung,⁶ living halfway between that time and ours, speaks about gekränkte ships that need repair [gekränkte, the past participle of the verb kränken, introduces still another shade of meaning. Today it is used to mean ‘hurt’, in the sense of hurt feelings.] It strikes us as a little comic or at least it characterizes the speaker as a joker when someone talks about a ‘hurt clock’, but in those years the sense of the word was perfectly clear, with its changed meaning, when applied to inorganic objects. Krank originally referred to the shape or form; the present meaning ‘sick’ crept in only gradually. While the earlier meaning ‘sim’ was cast aside altogether and the totally new one took over, we are still reminded of the original meaning by the term ‘hurt ships’. The immediate sensing of the emotional, perceptive quality within words disappeared more and more.

Even Goethe still had a clear feeling about words; he found feelings in words that nowadays leave us cold, for in many respects he went back to the power of the language-forming genius. The word bitter ‘bitter’, for instance, has become for us a purely subjective tasting experience; usually we don't connect it in our feeling with what in earlier times was clearly visualized as beissen ‘to bite’, from which it originates. The relationship is there: whatever tastes bitter really ‘bites us’. Goethe still felt this and writes about “the bitter scissors of the Fates"⁷—they are the biting scissors of the Fates! People nowadays are such abstract creatures that they think this is “mere poetic license.” But it is not poetic license at all; it arose directly out of inner experience. True, Goethe did not yet live in a time when ninety-nine percent of poetic writing is superfluous. We should keep in mind while reading his work how within language he felt a much greater aliveness, a more inward life, than we are able to feel today as products of modern education. You can sense this, too, from Goethe’s words, Ein Ecce Homo gefiel mir wegen seiner erbarmlichen Darstellung, ‘An Ecce Homo painting pleased me particularly because of its miserable portrayal’. No one today seems to feel that there is anything more in Goethe’s phrase than the meaning of a poor sort of representation. But Goethe wants to suggest that our deepest pity is aroused through this particular portrayal. We would say, “Ein Ecce Homo gefiel mir wegen seiner Erbarmen heransfordernden Darstellung” ‘An Ecce Homo painting pleased me particularly because the portrayal aroused compassion’. Goethe was still able to put it ‘... because of its miserable portrayal’.

Not so very long ago it was possible to say of a person who liked to speak with children or poor people on the street, who was not snobbish or conceited, for whom one wished to show one’s approval, “Du bist ein niederträchtiger Mensch!” Present meaning: ‘You are a low-thinking person, low-minded, vile'. This was possible until the middle of the eighteenth century. Ein niederträchtiger Mensch was until that time an ‘affable, amiable’ person. He was being praised, given the highest praise from a certain point of view. Again, I do not believe that many people can still derive the right meaning from reading in eighteenth century literature about an ungefährliche Zahl a ‘harmless number’; ungefähr now means ‘approximate’ not ‘undangerous’. We would say today: ‘a number that is approximately correct’. An ungefährliche number was simply an ‘approximate’ one.

Further, what would modern minds connect with the common eighteenth century expression, unartige Pflaumen ‘naughty plums’. Un = ‘not’; Art = ‘type, sort, variety'. Unartige plums are those that do not show the specially typical marks of their kind, because they are an unusual variation.

Only when we acquire a feeling for the fact that such changes take place will we understand other changes that are not so obvious. For instance, our word schwierjg ‘difficult—you know the shade of feeling with which it is spoken. It was formerly used only with the conscious intention of expressing full of Schwären, full of Geschwüre ‘swellings, abscesses’. Therefore if you found something schwierig you wished to express the feeling that this would ‘result in abscesses’. A very pictorial, vigorous expression to connect with our word schwierig.

Such things fall totally outside our modern nuances of feeling; they prove how wrong it is to judge language in a pedantic way without recognizing the reality of language metamorphosis, something also evident in dialects. Today, when offering a guest a meal with many courses, you might tell him not to eat too much of this or that because other dishes are coming for which he should save some appetite; you might say, “Please don' eat too much—there’s a good dessert coming.” But in one region of the German-speaking lands, it is possible to put it, “Iss von dieser Speise nicht zuviel, es gibt noch etwas hintenauf’ ‘Don't eat too much of this; there’s still something coming in the rear’. [Etwas hintenauf in modern German carries the connotation that a ‘spanking is in the offing’.]

In another dialect it is possible to say, “Oh, these are good children; die schlachten sich” ‘they slaughter each other’. This meant that they take after their good parents, are cast in the same mold [vom gleichen Schlag sein). 1t is exactly this kind of example that points up the living interchange between inner sensitivity and the external image in our feeling for language.

Sometimes this shows up in extremely important matters. For instance, you will find a statement of Goethe, made in his later years, characterizing his work on Faust. It has played a most significant role with the Faust commentators. In Goethe’s last letter [March 17, 1832] addressed to Wilhelm von Humboldt, he characterized his work on Faust as remarkable wenn seit über 60 Jahren die Konzeption des “Faust” bei ihm jugendlich von vorne herein klar, die ganze Reihenfolge hin weniger ausführlich vorlag (... when for more than sixty years the conception of Faust has been clear to me from the beginning, first as a young person; the whole sequence, however, less fully developed). Many Faust commentators concluded from this that Goethe already as a young man had a plan for the complete Faust that he had conceived clearly from the beginning (von vorn herein) and that the later work was merely a kind of working out the details. And much that is unnecessary and untrue in their characterization of his work on Faust has originated from this interpretation of the passage, for only since Fresenius⁸ published his findings about the significance for Goethe of the phrase von vorne herein ‘in from the front’, that is, ‘at the outset’ has it been possible to understand Goethe’s words. All this had special meaning for me because I worked with Fresenius.⁹ When he had found something of importance, it often took decades before he did anything about it. Therefore I pressed him to publish this, for what he had to say was extremely important. You can put together all the passages of Goethe using the phrase von vorne herein and you will find that he never uses it in any but a spatial sense. If he said he had read a book von vorne herein, he meant that he had read only the beginning pages. It can be clearly shown that he had in his youth a clear conception of the first scenes of Faust Here then simply a correct understanding of word usage explains Goethe’s work; from this phrase you can see that what he could visualize spatially has for us become abstract. Von vorne herein he always used visually, spatially. Much of Goethe’s charm and attraction for us is founded on his going back to the original qualities of the language-creating genius. You can start out from Goethe’s language and from there search your way into Goethe’s soul, instead of proceeding only materialistically as modern investigators do, and you will find there important criteria for freeing philology from rationalistic materialism. It is good to look for help from such sources also.

In many ways there no longer exists such language that expresses a combination of shades of feeling and sound. We can still find this sometimes in dialects, which also have it in themselves to bring the visual to expression. For instance, you will find here and there in dialect—more often than in educated speech—the phrase unter den Arm greifen ‘to help someone’; literally ‘to reach under his arm’. This simply means to come to the aid of a person who needs help. Why? Because a young person in offering a hand to someone elderly, who can't get about so easily any more, reaches under the other’s arm to give support. This active image was transferred then to any helpful act. Exactly as it was with the expression (Lecture 2) “to wipe the night-sleep out of our eyes,” so it is with the act of giving help, a single specific procedure chosen to express visually a more abstract generality. Sometimes the genius of language was no longer able to retain the visual element; then also from time to time imagery was retained in one instance, cast off in the other.

There still exists today the word lauschen ‘listen with inner attentiveness’ for a certain kind of listening. The Austrian dialect also has a word related to lauschen: losen. We not only say in Austria when we want to make a person listen, Hör einmal ‘listen’, but also Los amol! ‘harken!’. Losen is a weaker but still active listening. Educated colloquial German has retained lauschen. Losen is a cognate with the feeling of a somewhat weak activity, even with a certain sneakiness, pointing to a secret kind of listening. In a sense losen has taken on the meaning of forbidden listening. For instance, when a person puts his ear to the keyhole or listens in when two are discussing something not meant for his hearing, then the word losen is used ‘harken'.

Only after becoming sensitive to the feeling element in such sound sequences can one proceed to develop a sense for the basic sounds, the vowels and consonants. In the Austrian dialect there is a word Ahnl for grandmother. Do you perhaps know the word Ahnl? A more general term is Ahnfrau (der Ahn, die Ahne, male and female grandparents/progenitors). In Ahnl you have Ahne combined with an /l/. If you want to understand what is happening there in the realm of speech, you must swing up to a heightened feeling of /l/ as a consonant. Feel the /l/ in the suffix -lich (‘-ly’, as in friendly See lecture 2 and lecture 4), in which I have explained that it originated from leik. It is somehow related to the feeling that something is moving about, that this moving about has to be imitated in the language. An Ahnl is a person who is clearly old but who makes the impression of being lively and mobile; you hardly notice the wrinkles in her face! You see the character of /l/ as it is used here.

Take the word schwinden ‘dwindle, fade: to go away, to make a thing go away so that it can't be seen any more. Now figure that I don't really want to make it go away, but I want to cheat a little in seeming to make it go away. I want to effect something that is not a true, honest disappearance—but I would also feel a moving around, an /l/ as in the Ahnl—and there is the word schwindeln ‘to swindle’. The /I/ makes the difference. You can feel exactly the subtly nuanced value of /I/ by going from schwinden to schwindeln. [Parallels in English would be tramp-trample, side-sidle, tread-treadle.]

If you dwell on these thoughts, eurythmy¹⁰ will become completely natural. You will feel that eurythmy springs from our ancient, original relationship to the sound elements of words, which without the sound elements only movement can bring to expression. If you can feel such a thing, then you will be able to sense precisely how, for instance, in the vowel /u/ (ooh) there is an element of moving close together, snuggling close together. Look at how you do the /u/ in eurythmy [Arms and hands are brought close and parallel to each other, as in the written letter]. You have the moving together, the closeness of the gesture, so that you can say, in the word Mutter ‘mother—someone you usually come close to—it would be impossible to have an /a/ (ah) or /e/ (ay) as the strong vowel in the word. [The /o/ of ‘mother’ is a gesture of affection.] You can't imagine saying Metter or Matter. Mater shows that the language in which it occurs, Latin, was already a weakened one; the original word was Mutter.

I have shown you, with all this, the path of the genius of language, a path on which a barrier was erected, I have said, between the sound element of a word and its meaning. They were originally closely united with each other in subjective human perception. They have separated. The sound-content descends into the subconscious; the mental picture ascends into our consciousness [see lecture 4, page 59, 60]. Much has been cast off that can be perceived just there where human beings originally lived closely connected with the things and activities around them. When we go back to earlier times in language development, we find the altogether remarkable fact that the original forms of language take us completely out into factual reality, that there exists on the primitive levels of language formation a fine sense for actual facts, and that the people who live at this level live closely connected with things and with everything that goes on with things. The moment this living connection is broken, the sense for reality becomes hazy and people live in an unreality that expresses itself in abstract language.

In the original Indo-European language there were three genders, as in Latin. We still have three genders in German. You can feel three different qualities expressed as masculine, feminine, and neuter. In French there are only two genders left, in English only one. This shows us that the English language has divested itself with a grand gesture, one could say, of the sense for reality, that it now merely hovers over things but no longer lives in actualities. On that early step of human development when the gender of words was being formed, there still existed a primitive clairvoyance; a living, spiritual quality was perceived within things. Der Sonne ‘sun’, masculine and die Mond ‘moon’, feminine which later were reversed to die Sonne and der Mond [in modern German sun is feminine, moon is masculine] could never have come about in the older IndoEuropean languages had the elemental beings living in the sun and moon not been experienced as brothers and sisters. In antiquity the sun was felt to be the brother, the moon the sister. Today in German it has been turned around. The day was perceived as the son and the night as the daughter of the giant Norwi. This definitely originates from primitive clairvoyant vision. The feeling for the earth at that time was very different from the geologists' perception of it today, when they would actually have good reason to use the neuter gender and speak of das Erde [the correct form in modern German is die Erde feminine]. People nowadays no longer sense that the earth in fact is Gaia, for whom the masculine god is Uranos. People still had a perception of this in the areas where the Germanic language was originally formed.

In any case there were shades of feeling arising out of the close connection with the world outside and these were the source for determining gender, for deciding characteristic gender. The elephant (der Elefant) was considered strong, the mouse (die Maus) weak. Since a man was perceived as strong and a woman weak, the elephant was given the masculine gender, the mouse the feminine. The trees of the forest are usually feminine because for the original perception, they were the dwelling places of female divinities. Of immense importance because it points to a deep aspect of the language genius is the fact that alongside the masculine and feminine genders there exists a neuter gender. We say der Mann ‘the man', die Frau ‘the woman', das Kind ‘the child’. The child’s gender or sex [the German language uses the same word Geschlecht for both] is not yet articulated, has not yet reached complete definition, is in the process of becoming. When the neuter gender arose, it came up out of a certain mood in the folk-genius, a feeling that anything given a neuter gender would only later become what it was to be. Gold does not yet have the special characteristic it will have someday. It is still young in the cosmos; it is not yet what it is destined to be. Hence it is not der Gold or die Gold but das Gold.

On the other hand we can look at what comes about when the visualizing power that could characterize gender disappears. We say today die Mitgift (dowry, literally ‘with-gift’), which shows a clear connection to an earlier word die Gift. We also say today der Abscheu (‘aversion’, literally ‘away-shyness’) which is clear evidence of an earlier word der Scheu. Both these deductions are correct. Der Scheu and die Gift have gone through a subtle change in connotation. Die Gift in early times simply meant ‘the non-committal act of giving’. But because of what some people have given and what was, also in Faust’s opinion, harmful to others, the word has changed its meaning and has been applied to gifts that are objectionable, losing the connection with the original gender characteristic. The result is das Gift ‘poison’, neuter gender. When a person once was called scheu, he was considered as having strong feelings, as being firm in himself. When the word became weak, it became die Scheu ‘shyness’, feminine.

That our language has become more abstract, that it has released itself from its interweaving with outer reality, can best be understood from the fact that the ancient Indo-European languages had eight cases: nominative, genitive, dative, accusative, vocative, ablative, locative, and instrumental [German has retained the first four. English has one case form for nouns, except for possessives—usually adding /s/—and two forms you, your or three forms they, them, their for pronouns]. This means that not only was the position of a thing expressed as it is done today with the first four cases, but people were also able to follow other relationships with their feelings. For instance, to do a thing at a certain time, we can express as diesen Tag ‘on this day’, accusative, or dieses Tages ‘of this day’, genitive. No longer do we experience the active helpfulness of the day, of the time of day, or of a special day in particular. No longer do we have the experience that whatever is done on the second of January, 1920, for instance, could not be accomplished later, that time is a helpful element, that time is involved in something that helps us. There existed a sense for all this in earlier ages when the instrumental case was used, hiu tagu. We would have to say something like durch diesen Tag ‘through this day’, vermittelst dieses Tages ‘by means of this day’. Hiu tagu has become the word heute ‘today’; the old instrumental case is buried in the word, just as hiu jaru has become heuer ‘this year’. But German has retained only four cases and cast off the others. You will understand from this how continuously language becomes more and more abstract, and how the capacity for abstract thought with its definite lack of a sense for reality has been taking the place of an earlier connection with the real world. This is what language reveals.

• 1. Wolfram von Eschenbach (1170–1220), German epic poet and knight. Most famous work: Parzival.
• 2. Ludwig Uhland (1787-1862) in “Des Sangers Fluch.”
• 3. Tristan and Isolde, ca. AD. 1210.
• 4. Geiler von Kaisersberg (1445-1510), famous preacher.
• 5. Gotthold Ephraim Lessing (1729-1781), critic and dramatist. The quotation is from his play Emilia Galotti, Act 1, Scene 4.
• 6. Johann Christoph Adelung, (1732-1806), German philologist and grammarian. Court librarian at Dresden.
• 7. In his poem “Harzreise im Winter ”(Winter Journey in the Harz).
• 8. August Fresenius (b. 1850). See Rudolf Steiner, The Course of My Life (Hudson, NY: Anthroposophic Press, 1951), pp. 221-223 .
• 9. From 1890 to 1897 in the Goethe-Schiller Archives in Weimar as editor of Goethe’s Scientific Writings.
• 10. See Rudolf Steiner, Eurythmy as Visible Speech, GA 279, lecture 4 (New York: Anthroposophic Press, 1931).

I have shown you a few characteristic examples of language development and believe that now you should be able to visualize the inner journeying of the language-forming genius. If you hope to find your way through the phenomena of language and its evolution, you will have to understand the guidelines such phenomena reveal. Of course, I have been able to show you only a few things; today I will point out only one important guideline, summarizing these basic thoughts. I hope we will be able very soon to continue this study.¹ Certainly the main thing you will have understood is how the human beings in a primitive stage of language development were receptive, inwardly alive, to the consonance of sound and object. Whether this object is an inner feeling, an external event, an external thing, or an external fact doesn't matter. Whenever it is essential to form sounds that will express inner feelings or perceptions about whatever is outside us, then the sounds will be of vowel quality in the broadest sense. Vowel character in language denotes everything formed inwardly, everything that is being felt inwardly and that presses itself into the sound out of what we are experiencing in our feeling and will. Hence we will find in all the vowels and vowel forms the feelings and will-impulses that are called forth in us by the outer world and in a way are thrust into our larynx. In everything to do with consonants we will find gestures modeled on what we perceive in the outer world.

Let us suppose we would like to speak about an angle. First, we have an image of a certain angle in mind. To describe the sides of the angle with our hand, we would do this [Rudolf Steiner makes a gesture]. What we do like this with our hand, we actually do with our organs of speech in forming certain consonants. Language is in this respect only the audible expression of gestures that are not being made externally with the limbs but with much finer parts of the human organism, our beneficent air-organism. If you think about these inner laws, you will gradually develop the insight that language imitates either the outer world directly or imitates what we experience in the outer world through our feelings and sense perceptions.

Let us imagine ourselves facing two possibilities: We could do either one thing or the other. Instinctively we begin to turn over in our thoughts whether we should do this or that. If we are still more or less an “imitating animal,” as of course everyone is on a primitive level of language development, relationship to the outer world still transmits itself into an external gesture; we do this [gesture to the right and to the left]. We have to decide between our right side and our left side. That is, we are expressing the phenomenon that internally we are split in two, because two different, external facts are confronting us. We split ourselves into two parts in order to determine toward which side the stronger weight in our thinking tends. So we do this [repeats the gesture]. We separate, we decide, and also divide. But of course, if we are to come to a favorable decision we have to go back to the past as far as possible. Hence we not only divide ourselves (teilen, ‘to divide’) but we divide ourselves far back to the beginning (ur-teilen); we make an archetypal, original division. [See Lecture 4, page 52,53.] The word Urteil ‘judgment’ should definitely be understood as a gesture transformed inwardly into sound. All consonant-forming is gestureforming that has simply been transformed into speech sounds.

When we search for the basis of this metamorphosis, we can trace it throughout the whole course of language development. At first human beings lived more fully outside themselves in their surroundings. Only gradually did they become inward beings. To begin with, they lived in the outer world, closely connected to the things around them, especially in the very ancient times when an original, primitive clairvoyance still existed. At this time human beings thought very little about themselves nor did they have any definite ideas about themselves. They knew, however, that there were all sorts of ghosts, all kinds of elemental spirits, which they perceived in what we now call external objects. Even in himself a person still saw an elemental being. “You,” he said to himself, “have come through your father and mother into this world.” He objectified himself. We find that on the first level of language-formation the language-forming genius, to begin with, brings about mainly consonant sounds. The primitive languages on the whole must have had consonantal character, because the primitive peoples were still without inwardness. Primitive peoples today, at least the ones who have remained at this original level, have rich consonant formations in their language; the consonant sounds show clearly the imitation of external events: for instance, Schnalzer [‘tongue-clickers’, both words good examples of an accumulation of consonants. Laurens van der Post, in The Lost World of the Kalahari, has described the Bushman’s language: “the sound of natural relish that the word ghwai Xkhwe makes on his lips is a joy to hear, and the click of the complex consonants flashes on his tongue as he utters them like a sparkle of sun on a burst of flower from our somber mountain gorse.”]. Certain African tribes are able to use the human organs of speech to produce sounds like the sharp snapping of a whip. “Tongue clicking' disappears when human beings begin to express more of their inner feelings through sound structure. Consonant formations must be considered the first step. Then the second step will be the vowel formations, but the inwardness found in vowel formations is actually a stage of transition. Finally signs of aging in the genius of language appear: the vowel-forming power recedes and the consonant-forming power comes to the fore again.

Our human language journey involving the development of language proceeds essentially from outward to inward and then from inward to outward. We can observe this procedure directly in the sound-structure; it is the intrinsic essential fact throughout the whole forming of language. It is the intrinsic, essential fact to such a degree that we encounter it in every aspect of language. That first step of language development we meet everywhere: human beings, still selfless, unaware of themselves, create language. We are continually impelled to bring a word designating one thing towards another word in an external manner [as in early English: sea-horse, meaning ‘ship’]. On this level, human beings are altogether very lively in themselves. Later, when they become more inward and spiritual, a bit of this primitive liveliness is lost to them. They become more enclosed, more rigid, more abstract, and no longer have the strength to pour into the word itself what they see externally; instead, they add onto it [that is, using combining forms: prefixes and suffixes].

To study such phenomena, we should find the following characteristic examples exceedingly interesting. There is, for instance, in Old High German the verb salbom, in modern German ich salbe ‘I am anointing’; cognate, salve). You can take this through first, second, and third person:

salbom, ‘I anoint’ salbomes, ‘we anoint’
salbos, ‘you anoint’ salbot, ‘you anoint’ (pl)
salbot, ‘he’ or ‘she anoints’ salbont, ‘they anoint’

In these six words conjugating the verb ‘to anoint’, you always have salbo as the verb proper, denoting the activity. What is added creates the designated person of the word, for I the m, for you in the singular the s for he or she the t for we the mes, for you in the plural the t for they the nt. The fact that these suffixal forms are still contained within the verb is understandable in the following sense: The contrasts of ‘I you, he we, you, they appear at this primitive step because human beings looked at them very much from the outside. They added the person-sounds directly to the sounds that express activity. They were still inwardly lively enough to connect the person-sounds in a living way with the verbal form for the action. We should consider this two-foldness: first, the early attention directed toward the outer world, and second, the addition of the main word itself to the inward, lively, transformative force. This I, you, he, she, it was not originally felt to be an organic part of the verb or to be something of inwardness. You can observe this in the related Sanskrit language where the person-designation is simply stuck onto the most important word; it is to be found as an independent designation for ‘I, you, he, she, it. The m in Old High German is simply the metamorphosis of mi ‘I' of Sanskrit; the s the metamorphosis of si ‘you’, singular, of Sanskrit; t the ti ‘he, she, it’; mes the masi ‘we’; t, the transformed tasi (‘you', plural); nt is the suffix -anti ‘they’, spoken somewhat hastily. You can still observe in Sanskrit that it is not at all a question of conjugating the central part of the main verb and then perceiving the change of form as a designation of person. No, at that time human beings were inwardly so alive that with their perception of the outer world, they were able to organize the grammar of personal pronouns into a sound-sequence expressing the main idea. That is an important difference. You might easily believe that at this primitive level there would be mainly an inward modulating of words. No, there is not. An inner aliveness in the people lets them connect the two components of a word together. This is a consonantal activity, not a vowel-forming one.

When later a language like Latin reaches the next level, with the perception that the personal pronouns should be within the inner organism of the sound sequence, the language has arrived at a level corresponding to a greater inwardness of that particular language genius. Toward inwardness it has worked its way from outwardness where it has simply attached to the end of a word what it perceived as an external element: salbom, ‘I anoint’, salbos, ‘you anoint’. Just as on a primitive level people don't say Karl Meyer but the Meyer-Karl [peasant dialect], so it is with such verbs; whatever makes them specific is added at the end. Here, too, the specific pronoun is put at the end of the word.

Repositioning the pronoun from the end of the word to the beginning and making it an independent word was the path to the greatest inwardness, the kind of inwardness that perceives how spiritually abstract our inner nature really is. Now the person is separated off and placed ahead of the verb. You can learn something important from this procedure if you go back to the primitive constructions of the language-forming genius that does not really know anything about an I or a you separated from external things, and that still presses into the word whatever has to be said about I or you. Later, the genius finds the pronouns within the word itself—Latin is a language at this level—and plucks them out, comes to a mirror image of itself, comes to ego consciousness, and then puts the I and the you up ahead of the verb. This growing sense of egoism, this arrival at self-visualization is reflected quite clearly in language development. One can say that becoming aware of oneself at a certain unconscious level has been achieved as the result of the ancient Apollonian precept “know thou thyself”; this was followed everywhere in the languages of the western world by taking the personal pronouns out of the verb forms. These forms could still express human inwardness; they had not yet separated themselves completely away from it. You really will not be able to study languages unless you do what I suggested yesterday: consider them as the expression of human soul development.

You see, from language that is still alive it is quite possible to trace the ‘remnants” of the vowel-forming and consonant-forming powers. There is a quality in the verbs, the words of action, that gives them a vowel-forming character and makes the vowel in them the main element. With a little reflection you will realize that the verbs in which the vowel element—expressing inner sensitivity—is more important than the consonants are those that describe an activity we can connect ourselves with inwardly and wholeheartedly.

Now observe that there is a difference between the state of your soul right now and how it was a little while ago. You are sitting here and you have been sitting quite a while. Whatever is expressed by this sitting is something you have connected yourself with; it is connected quite inwardly with you. You have come to sit here by setting yourself down. With the setting yourself down you are connected much less inwardly; it is more external. You can't continue to ‘set’ yourself down for any length of time because you cant connect yourself so closely with the act of dropping onto a chair, but you can sit for half an hour and even longer, because it is possible to connect yourself inwardly with sitting. It is really the case that you should experience the sound-sequence for sitting as vowel-articulated, and the one for setting as more external, more consonantal. If you are sensitive to vowel articulation, you will have the power—through the language-forming genius—to be creative with vowels; you will do this by adapting the word in various ways: sit, sat, sat [the German sitzen, sass, gesessen has one additional vowel change]. With the consonantal activity, expressed in setting, you keep the emphasis on the consonants instead of forming a vowel change to satting or something similar [the German setzen, setzte, gesetzt, ‘to set’, has no vowel change]. You are depicting something external with this by saying set. If you want to express the fact that this took place some time ago, you will say set-did (setzen tat). [The English verb to set is irregular and does not follow the German rule. We have substituted the verb to place in this discussion.] You will say place-did. You do place yourself, you did place yourself; in metamorphosis this becomes placed, for the -ed is the transformed did.

People who still today have kept something of this language-forming strength in themselves will emphasize consonants just as happened in earlier times. If they belong to a more primitive level of culture, they have an unusual capacity to imitate outer life and activity with their consonantal sound-structures, using as few vowels as possible. You can hear something of this joining together of sound and outer action in the words of a somewhat simple peasant who had considered it an honor to have his son study at the university. He was asked what his son was doing at the university. For the time being, the son was using his inheritance not so much for steeping himself in the abstract and mental side of academic life but rather for giving himself over to more external aspects. And so the father, when asked what his son was doing, said, “Strolling around he does, loafing around he does, beer guzzling he does, whooping it up he does, but doing something he doesn't do (aber fun tut er nichts!).”

A strong feeling of inwardness streams into the language-forming verb. In the sound structures that have retained their character, especially their conceptual character, you will always come to feel that the vowel change in verbal conjugations (an ablaut, as ‘come, came’) expresses something we are more inwardly connected with. On the other hand, we will not be able to develop the ablaut with verbs for which we have an inner mental image but with which we cannot connect ourselves inwardly, verbs that do not become something we feel but remain something merely observed. When you say, I sing, I sang, you have the ablaut. It is quite different when you say, I singe, ‘I burn something’. The word singe has its sound structure because fire sings. I singe = I am making something ‘sing’. If you are singing, you are connecting yourself inwardly with what you want to express through the sound-sequence. If you singe, you are not connecting yourself with it inwardly; you are looking at it by looking at yourself from outside—hence there is no vowel change: I singe, I singed [the corresponding words in German are singen, ‘sing’, and sengen, ‘singe’]. Whenever we fail to notice such things today it is because the words have changed so strongly that nothing of the kind is evident. We have to go back then to earlier forms of the sound structure. It is extremely important for us to follow these three steps: the connection of our life first with the outer world, then with growing inwardness, and finally the next step of inwardness where a human being explains his or her own inner world with words such as the personal pronouns. You will come to understand language formation much more easily for yourself if you follow this process. It seems that language is a flowing together of the thought element and the will element in the human being; it appears that on its first primitive level wherever the speech sound is still strongly connected with the mental image, it is even difficult to distinguish the thought element from the will element. Today our speaking, particularly in Modern German, is already bound to our will to an extraordinary degree. In German we speak with our will and learn to use our will as a matter of course when we learn to speak. We also accompany our speech with the ideas and images we have become used to bringing together with expressions of will.

It is totally different in English. For someone who is impartial and can observe such things, it is an entirely different human activity to speak German than it is to speak English, though low German dialects have remained closer to English. In speaking English it is much more the case that thinking goes into the speaking, that is, into the development of the sounds. In German, thinking does not take place in the unfolding of the sounds but proceeds as a parallel phenomenon to the sound development. In general, the western languages have preserved themselves much more from this instinctive bringing together of sound and mental image than have the Central European languages. Therefore, the western European languages have taken on such a rigid structure. In them hardly anything can be formulated without someone saying, “You can' say it like that, you have to change it around.” This doesn't happen in German, where it’s possible to say it in almost any way. You can put the subject anywhere, at the beginning or at the end, for the thought goes somewhat separately from the sound-structure, parallel with it, further removed than in the Western languages. Only by turning back to the earlier stages of our German language development do we arrive at an increasingly strict connection between mental image and sound. Therefore the quality still present in the western languages is an atavistic throwback that can be studied by means of the earlier steps in German and in our dialects.

If you feel your way vividly into language from this point of view, you will be led at the same time into the essential nature of the folk souls. Suppose you are looking at an object in front of you. As primitive people we have formed a sound sequence for this object out of consonant and vowel elements. So we say Wagen [‘wagon', ‘car’; Anglo-Saxon, wain] for something that can be put in motion. If we have in front of us the same object in the plural, that is, a number of such objects, we form the plural by saying die Wägen, by forming the ‘Umlaut’. It is true, die Wagen is also correct, but it belongs to literary language and was not really formed within the organism of the language. [The difference of pronunciation in English would be parallel to the vowels of far and vague.]

Why do we form the umlaut? It was for the singular object that we put the sounds together, and in doing so our consciousness was sparked, lit up, enlivened; at that moment we were awake and attentive. When we formed the plural, we had less overview and therefore had the need to express it in a more nebulous way. We dimmed the pure /a:/ sound [as in ‘ah’] to a murky /e:/ (as in care). The original sound sequence is always formed by consciously observing the actual facts or sensations. Whatever attracts less attention or cannot be closely observed reveals itself as dulled.² The important thing here is to see how something changes within the human being. The dialect of many German areas does not say der Wagen but der Wogn. Since the normal attention to sound sequence brought about an answering /o/, the dimming in the plural is expressed by die Woagen. You can follow this in many examples.³

One more thing I should like to call to your attention. As you know, lively mental images were the source of the consonantal forming of language in earlier times, and much of what was felt in the soul of ancient peoples flowed into this language forming; it can still be studied in what has been retained in primitive minds and feelings today. These perceptions, filled with an immense vitality at that time, were not only alive to the outer world through the senses but were also completely bound up with a kind of primitive clairvoyance. Otherwise there would not be all our sturdy, image-filled words that are happily still in existence. Here is an example: A person still living within the sphere of atavistic clairvoyance—no matter how weak—and possessing the ancient kind of perception was certainly able to perceive that the physical body of an ordinary human being contained something we call today the etheric body. Such a primitive person perceived the head [this and the following were illustrated on the blackboard] and, projecting beyond it, a second, etheric head. He felt that the head was the expression of thinking. Thus we can say that primitive human beings with their original clairvoyance named the human being from the standpoint of thinking—with a word very much related to ours—by the word Manas, for Mensch ‘human being, Man, person’. Mensch is the same as manas, of course, this is the human being we usually come across. But that early, atavistically clairvoyant person knew that it’s also possible to encounter other, somewhat different, people—here I'm joking about something one ought not to make too trivial—who do not have the supersensible ‘person’ closely connected to the physical person so snugly and prosaically. In cases where the supersensible does not quite fit into the rest of the human being, people felt: the etheric body is verrückt [‘shifted’, literally ‘moved off its place’, a word that means today ‘deranged’, ‘insane’, ‘crazy’]. This was then transferred to the whole person: Der Mensch ist verrückt ‘that person is shifted’, i.e., ‘crazy’. A purely external fact is described, the displacing of the etheric body. Just this sort of picturemaking, going back to the time when pictures of the spiritual world could still be observed, is exceedingly interesting. If people would only recognize this, if learned philologists were not so sound asleep, proceeding as they do quite superficially on their materialistic tracks! If they would enter instead into the inward soul element that finds its expression in external language-forming, philology would turn of itself into a science of the soul and then into spiritual science. For this reason it is a shame that philology has become so materialistic; young people actually have no opportunity to observe the effects of soul and spirit on the forming of language.

I believe that in some way now what I've wanted to give you in the way of guidelines and examples can be useful to those of you who are teachers at the Waldorf School. Take them into your mind and soul; they will serve as a stimulus to observe the many elements of language that you can make use of in your teaching. If you have taken into yourself the spirit of looking at things in this way, it will definitely benefit your classes; speech will always be the connecting link between you and your students. It would be of enormous help to try on your own to bring back into words some of the original strength of feeling and image-making in language. Through this you will train yourself to a more lively perception than one otherwise is able to develop. Actually we modern people walk around much like living corpses, largely because our language has plunged so drastically out of our hearts and has fallen down somewhere below. It has become an unconscious element of will. We can no longer feel how our soul qualities are alive within the spoken /e/ and /u/ and /a/ and /m/. We no longer train ourselves to imbue the words that sound alike with the very same inward feelings. We are abstract not only in our understanding, in our thinking, but abstract also in our speaking. For a person who really has a lively feeling for language, much of what we speak today sounds like a record on a record-player, but the record had already been produced in ancient times. We must try to make a connection with our language again. However, for this a kind of self-education will be necessary, so that we learn to listen inwardly.

Let us listen to the word rauh ‘rough’ and feel the sound combination inwardly. If we say on perceiving this figure [a four-sided figure is drawn on the board], “That is a Raute ‘rhomboid’,” then we can sense roughin such a way that we feel roughness in the perception of the corners. We can still make the effort today, when looking at such a figure, to experience the corners as related to rough, and the /t/ of Raute we will feel as tut ‘does. Whatever does rough is the Raufe. [We can approach this from many sides in English: even—evening; try triangle; hole-hold; flow-flower, etc.] Developing such imponderables would be an element of strength in teaching, if we tried not to allow sound-structure and mental image to diverge. I beg you to consider just what kind of a subtle background can we possibly sense when we talk to a child about this geometrical figure and say only, “This is a rhomboid”? We ourselves dont feel anything if we simply say, “This is a rhomboid.” How strong a foundation we could establish for the attentiveness of the students that we need in our class if we will re-educate ourselves through an understanding of the sounds of speech, and then feel the need to educate our children in the same direction!

You can gain ideas for your self-education from just this view of language I have been talking about. But I've also wanted to show you something of method, my dear friends. My aim has been to guide you toward important ideas by means of characteristic, concrete examples. I believe that a truly modern university professor would probably expound in three volumes what I have developed in this short time. He would of course try for completeness, but it would be less possible for him to develop the guidelines to stimulate our thinking, our mental pictures, and our perceptions. If you proceed in the elementary school as we have proceeded in this language course, you will evolve a good basic method of your own. You will try at every point to look for thoroughly characteristic examples for what you are going to present to your students, and you will be able to combine what you see and feel in these characteristic examples with the perception of their spiritual quality.

There is truly no better method of pushing children into materialism than by giving them abstract instruction. A spiritual way of teaching is through concrete examples, but you must not forget to allow qualities of soul and spirit to reveal themselves in these very concrete examples. Therefore I believe that what I have given you in this course can be a practical, methodological extension of the course I gave before the Waldorf School began.⁴ And 1 believe that you can accomplish a great deal by pondering, “How should I organize my class teaching, translating all this into what is right for children—for it is possible to adapt it in every subject—so that it follows this process of drawing in a spiritual quality by means of concrete examples?” If you do this, you will not easily run the risk almost all teaching does of not getting finished with the load of subject matter. It is only when subject matter is shredded into atoms and systematized that you don't get finished with it, because it is so tempting to take up the single, atomized parts that are uncharacteristic and pile them up, trying to show what is characteristic. Of course, there are uncharacteristic examples in all the school subjects; using these means that a great deal has to be strung together. If you make the effort, however, to choose characteristic examples and develop what is spiritual through your examples, you will achieve a certain necessary economy in your teaching.

I would be happy, my dear friends—and let it be said in all friendship, especially to those who are teachers here at the Waldorf School—I would be happy if two things have been noted in these improvised talks: First, the stimulus toward educating yourselves in a kind of brotherly-sisterly alliance with the language genius; on the other hand, that the method of teaching is influenced to some extent by what I have just pointed out to you.

It is to be hoped that when I come back, possibly very soon, we will continue this exploration into language.

• 1. While it never came to another course on language, there is much material given by Rudolf Steiner from 1920 to 1924 in the Conferences with the Teachers of the Waldorf School in Stuttgart (4 Vols). See also page 131.
• 2. See Rudolf Steiner, Eurythmy as Visible Speech, GA 279, lecture 7 (London: Rudolf Steiner Press, 1984).
• 3. Old English had many ways of forming noun plurals. The most common was the addition of -an, but -as (later -es -9 gained ground and finally carried the day. However, we still have oxen, children, kine, brethren. The mutation plural (changing the vowel) we find in geese, feet, mice, lice, men, and women. None of these are changes to a dipthong, as in German.
• 4. See Rudolf Steiner, The Study of Man (London: Rudolf Steiner Press, 1975); Practical Advice to Teachers (London: Rudolf Steiner Press, 1976); Discussions with Teachers (Bristol, England: Rudolf Steiner Press, 1992).

Dr. Steiner: Today I want you to summarize all your experiences of the last ten days and then we will discuss what is necessary.

Stockmeyer (the school administrator) reports: We began instruction on September 16, and Mr. Molt gave a short speech to the students. We had to somewhat change the class schedule we had discussed because the Lutheran and Catholic religion teachers were not available at the times we had set. We also had to combine some classes. In addition, we needed to include a short recess of five minutes in the period from 8-10 a.m.

Dr. Steiner: Of course, we can do that, but what happens during that period must remain the free decision of the teacher.

A teacher: During the language classes in the upper grades, it became apparent that some children had absolutely no knowledge of foreign languages. For that reason, at least for now, we must give three hours of English and three hours of French instead of the 1½ hours of each that we had planned. We also had to create a beginners’ class as well as one for more advanced students.

Dr. Steiner: What are you teaching in the eighth grade?

A teacher: The computation of interest. I plan to go on to the computation of discounts and exchanges.

Dr. Steiner: The two seventh- and eighth-grade teachers must remain in constant contact so that when one teacher leaves the class, he brings things to a kind of conclusion. When he returns, he then leads the class through a repetition. In the past few days, have you been able to determine how much the students already know?

A teacher: I was able to make an approximation.

Dr. Steiner: With your small class that certainly would have been possible, but hardly for the other teachers. Certainly, we can try to make it possible for you to change classes an average of once a week, but we must be careful that the exchange takes place only when you finish a topic.

A teacher: The seventh grade knows very little history.

Dr. Steiner: You will probably need to begin something like history from the very beginning in each class, since none of the students will have a proper knowledge of history. The children have probably learned what is common knowledge, but, as I have mentioned in the past, it is unlikely that any of them have a genuine understanding of history. Therefore, you must begin from the beginning in each class.

A teacher: Many parents have been unable to decide whether they should send their children to the independent religious instruction or the Lutheran or Catholic. Many of them wrote both in the questionnaire, since they want their children confirmed for family reasons.

Dr. Steiner: Here we must be firm. It’s either the one or the other. We will need to speak about this question more at a later time. A teacher: An economic question has arisen: Should those students who are paying tuition also purchase their own books? The factory takes care of all of these things for its children, but it could happen that children sit next to one another and one has a book he or she must return and the other a book he or she can keep. This would emphasize class differences.

Dr. Steiner: Clearly we can’t do things in that way, that some children buy their books and then keep them. The only thing we can do is raise the tuition by the amount of the cost of books and supplies, but, in general, we should keep things as they are with the other children. Therefore, all children should return their books.

A teacher: Should we extend that to such things as notebooks? That is common practice here in Stuttgart. Also, how should we handle the question of atlases and compasses?

Dr. Steiner: Of course, the best thing would be to purchase a supply of notebooks and such for each class. The children would then need to go to the teacher when they fill one notebook in order to obtain a new one. We could thus keep track of the fact that one child uses more notebooks than others. We should therefore see that there is a supply of notebooks and that the teacher gives them to the children as needed.

For compasses and other such items, problems arise if we simply allow the children to decide what to buy. Those children with more money will, of course, buy better things, and that is a real calamity. It might be a good idea if all such tools, including things for handwork, belong to the school and the children only use them.

As for atlases, I would suggest the following. We should start a fund for such things and handle the atlases used during the year in much the same way as the other supplies. However, each child should receive an atlas upon graduation. It would certainly be very nice if the children received something at graduation. Perhaps we could even do these things as awards for good work. A larger more beautiful book for those who have done well, something smaller for those who have done less, and for those who were lazy, perhaps only a map. That is certainly something we could do; however, we shouldn’t let it get out of hand.

A teacher: How should we handle the question of books for religious instruction? Until now, instructional materials were provided, but according to the new Constitution, that will probably no longer be so. We thought the children would purchase those books themselves and would pay the ministers directly for their teaching.

Dr. Steiner: I have nothing against doing it that way. However, I think that we should investigate how other schools are handling that, so that everything can move smoothly, at least this year. In the future, we must find our own way of working, but at least for this year, we should do it like the other schools. We need to act in accordance with the public schools. If they do not require the purchase of religion books and separate payment for instruction, we must wait until they do. It would certainly be helpful if we could say we are doing what the public schools are doing.

A teacher: Should we use the secondary schools as our model? Dr. Steiner: No, we should pay more attention to the elementary schools.

A teacher: Nothing is settled there yet.

Dr. Steiner: True. However, I would do what is common in the elementary schools, since the socialist government will not change much at first, but will just leave everything the way it has been. The government will make laws, but allow everything to stay the same.

A teacher: It seems advisable to keep track of what we teach in each class. But, of course, we should not do it the normal way. We should make the entries so that each teacher can orient him- or herself with the work of the other teachers.

Dr. Steiner: Yes, but if we do that in an orderly manner, we will need time, and that will leave time for the children to simply play around. When you are with the children as a teacher, you should not be doing anything else. What I mean is that you are not really in the classroom if you are doing something not directly connected with the children. When you enter the classroom, you should be with the children until you leave, and you should not give the children any opportunity to chatter or misbehave by not being present, for instance, by making entries in a record book or such things.

It would be much better to take care of these things among ourselves. Of course, I am assuming that the class teachers do not get into arguments about that, but respect one another and discuss the subject. If a teacher works with one class, then that teacher will also discuss matters with the others who teach that class. Each teacher will make his or her entries outside of the instructional period. Nothing, absolutely nothing that does not directly interact with the children can occur during class time.

A teacher: Perhaps we could do that during the recesses. Dr. Steiner: Why do we actually need to enter things? First, we must enter them, then someone else must read them. That is time lost for interacting with the students.

A teacher: Shouldn’t we also record when a student is absent?

Dr. Steiner: No, that is actually something we also do not need.

A teacher: If a child is absent for a longer time, we will have to inquire as to what the problem is.

Dr. Steiner: In the context of our not very large classes, we can do that orally with the children. We can ask who is absent and simply take note of it in our journals. That is something that we can do. We will enter that into the children’s reports, namely, how many times a child was absent, but we certainly do not need a class journal for that.

A teacher: I had to stop the children from climbing the chestnut trees, but we want to have as few rules as possible.

Dr. Steiner: Well, we certainly need to be clear that we do not have a bunch of angels at this school, but that should not stop us from pursuing our ideas and ideals. Such things should not lead us to think that we cannot reach what we have set as our goals. We must always be clear that we are pursuing the intentions set forth in the seminar. Of course, how much we cannot achieve is another question that we must particularly address from time to time. Today, we have only just begun, and all we can do is take note of how strongly social climbing has broken out.

However, there is something else that I would ask you to be aware of. That is, that we, as the faculty—what others do with the children is a separate thing—do not attempt to bring out into the public things that really concern only our school. I have been back only a few hours, and I have heard so much gossip about who got a slap and so forth. All of that gossip is going beyond all bounds, and I really found it very disturbing. We do not really need to concern ourselves when things seep out the cracks. We certainly have thick enough skins for that. But on the other hand, we clearly do not need to help it along. We should be quiet about how we handle things in the school, that is, we should maintain a kind of school confidentiality. We should not speak to people outside the school, except for the parents who come to us with questions, and in that case, only about their children, so that gossip has no opportunity to arise. There are people who like to talk about such things because of their own desire for sensationalism. However, it poisons our entire undertaking for things to become mere gossip. This is something that is particularly true here in Stuttgart since there is so much gossip within anthroposophical circles. That gossip causes great harm, and I encounter it in the most disgusting forms. Those of us on the faculty should in no way support it.

A teacher: In some cases, we may need to put less capable children back a grade. Or should we recommend tutoring for these children? Dr. Steiner: Putting children back a grade is difficult in the lower grades. However, it is easier in the upper grades. If it is at all possible, we should not put children back at all in the first two grades.

Specific cases are discussed.

Dr. Steiner: We should actually never recommend tutoring. We can recommend tutoring only when the parents approach us when they have heard of bad results. As teachers, we will not offer tutoring. That is something we do not do. It would be better to place a child in a lower grade.

Dr. Steiner: You should place these children at the front of the class, close to the teacher, without concern for their temperaments, so that the teacher can keep an eye on them. You can keep disruptive children under control only if you put them in a corner, or right up at the front, or way in the back of the class, so that they have few neighboring children, that is, no one in front or behind them.

A teacher: Sometimes children do not see well. I know of some children who are falling behind only because they are farsighted and no one has taken that into account.

Dr. Steiner: An attentive teacher will observe organic problems in children such as short-sightedness or deafness. It is difficult to have a medical examination for everything. Such examinations should occur only when the teachers recommend them.

When conventional school physicians perform the examinations, we easily come into problems of understanding. For now we want to avoid the visits of a school physician, since Dr. Noll is not presently here. It would be different if he were. Physicians unknown to the school would only cause us difficulties. The physician should, of course, act as an advisor to the teacher, and the teacher should be able to turn to the physician with trust when he or she notices something with the children.

With children who have learning difficulties, it often happens that suddenly something changes in them, and they show quite sudden improvement. I will visit the school tomorrow morning and will look at some of the children then, particularly those who are having difficulty.

A teacher: My fifth-grade class is very large, and the children are quite different from one another. It is very difficult to teach them all together and particularly difficult to keep them quiet.

Dr. Steiner: With a class as large as that, you must gradually attempt to treat the class as a choir and not allow anyone to be unoccupied. Thus, try to teach the class as a whole. That is why we did that whole long thing with the temperaments.

That children are more or less gifted often results from purely physical differences. Children often express only what they have within themselves, and it would be unjust not to allow the children who are at the proper age for that class (ten to eleven years old) to come along. There will always be some who are weak in one subject or another. That problem often stops suddenly. Children drag such problems along through childhood until a certain grade, and when the light goes on, they suddenly shed the problem. For that reason, we cannot simply leave children behind. We must certainly overcome particularly the difficulties with gifted and slow children.

Of course, if we become convinced that they have not achieved the goal of the previous grade, we must put them back. However, I certainly want you to take note that we should not treat such children as slow learners. If you have children who did not really achieve the goals set for the previous grade, then you need to put them back. However, you must do that very soon.

You can never see from one subject whether the child has reached the teaching goals or not. You may never judge the children according to one subject alone. Putting children back a grade must occur within the first quarter of the school year. The teachers must, of course, have seen the students’ earlier school reports. However, I would ask you to recognize that we may not return to the common teaching schedule simply in order to judge a student more quickly. We should always complete a block, even though it may take somewhat longer, before a judgment is possible.

In deciding to put a child back, we should always examine each individual case carefully. We dare not do something rash. We should certainly not do anything of that nature unthinkingly, but only after a thorough examination and, then, do only what we can justify.

Concerning the question of putting back a child who did not accomplish the goals of the previous school, I should also add that you should, of course, speak with the parents. The parents need to be in agreement. Naturally, you may not tell the parents that their child is stupid. You will need to be able to show them that their child did not achieve what he or she needed at the previous school, in spite of what the school report says. You must be able to prove that. You must show that it was a defect of the previous school, and not of the child.

A teacher: Can we also put children ahead a class? In the seventh grade I have two children who apparently would fit well in the eighth grade.

Dr. Steiner: I would look at their report cards. If you think it is responsible to do so, you can certainly do it. I have nothing against putting children ahead a grade. That can even have a positive effect upon the class into which the children come.

A teacher: That would certainly not be desirable in the seventh grade. Now we can educate them for two years, but if we put them ahead a grade, for only one.

Dr. Steiner: Just because we put the children ahead does not mean that we cannot educate them for two years. We will simply not graduate them, but instead keep them here and allow them to do the eighth grade again. When children reach the age of graduation in the seventh grade, the parents simply take them away. However, the education here is not as pedantic, so each year there is a considerable difference. Next year, we will have just as many bright children as this year, so it would actually be quite good if we were to have children who are in the last grade now, in next year’s last grade, also.

It is certainly clear that this first year will be difficult, especially for the faculty. That certainly weighs upon my soul. Everything depends upon the faculty. Whether we can realize our ideals depends upon you. It is really important that we learn.

A teacher: In the sixth grade I have a very untalented child. He does not disturb my teaching, and I have even seen that his presence in the class is advantageous for the other children. I would like to try to keep the him in the class.

Dr. Steiner: If the child does not disturb the others, and if you believe you can achieve something with him, then I certainly think you should keep him in your class. There is always a disturbance when we move children around, so it is better to keep them where they are. We can even make use of certain differences, as we discussed in detail.

A teacher: In the eighth grade, I have a boy who is melancholic and somewhat behind. I would like to put him in the seventh grade.

Dr. Steiner: You need to do that by working with the child so that he wants to be put back. You should speak with him so that you direct his will in that direction and he asks for it himself. Don’t simply put him back abruptly.

A teacher: There are large differences in the children in seventh grade.

Dr. Steiner: In the seventh and eighth grades, it will be very good if you can keep the children from losing their feeling for authority. That is what they need most. You can best achieve that by going into things with the children very cautiously, but under no circumstances giving in. Thus, you should not appear pedantic to the children, you should not appear as one who presents your own pet ideas. You must appear to give in to the children, but in reality don’t do that under any circumstance. The way you treat the children is particularly important in the seventh and eighth grades. You may never give in for even one minute, for the children can then go out and laugh at you. The children should, in a sense, be jealous (if I may use that expression, but I don’t mean that in the normal sense of jealousy), so that they defend their teacher and are happy they have that teacher. You can cultivate that even in the rowdiest children. You can slowly develop the children’s desire to defend their teacher simply because he or she is their teacher.

A teacher: Is it correct that we should refrain from presenting the written language in the foreign language classes, even when the children can already write, so that they first become accustomed to the pronunciation?

Dr. Steiner: In foreign languages, you should certainly put off writing as long as possible. That is quite important.

A teacher: We have only just begun and the children are already losing their desire for spoken exercises. Can we enliven our teaching through stories in the mother tongue [German]?

Dr. Steiner: That would certainly be good. However, if you need to use something from the mother tongue, then you certainly need to try to connect it to something in the foreign language, to bring the foreign language into it in some way. You can create material for teaching when you do something like that. That would be the proper thing to do. You could also bring short poems or songs in the foreign language, and little stories. In the language classes we need to pay less attention to the grades as such, but rather group the children more according to their ability.

A teacher: I think that an hour and a half of music and an hour and a half of eurythmy per week is too little.

Dr. Steiner: That is really a question of available space. Later, we will be able to do what is needed.

A teacher: The children in my sixth-grade class need to sing more, but I cannot sing with them because I am so unmusical. Could I select some of the more musical children to sing a song?

Dr. Steiner: That’s just what we should do. You can do that most easily if you give the children something they can handle independently. You certainly do not need to be very musical in order to allow children to sing. The children could learn the songs during singing class and then practice them by singing at the beginning or end of the period.

A teacher: I let the children sing, but they are quite awkward. I would like to gather the more musically gifted children into a special singing class where they can do more difficult things.

Dr. Steiner: It would certainly not violate the Constitution if we eventually formed choirs out of the four upper classes and the four lower classes, perhaps as Sunday choirs. Through something like that, we can bring the children together more than through other things. However, we should not promote any false ambitions. We want to keep that out of our teaching. Ambition may be connected only with the subject, not with the person. Taking the four upper classes together and the four lower classes would be good because the children’s voices are somewhat different. Otherwise, this is not a question of the classes themselves. When you teach them, you must treat them as one class. In teaching music, we must also strictly adhere to what we already know about the periods of life. We must strictly take into consideration the inner structure of the period that begins about age nine, and the one that begins at about age twelve. However, for the choirs we could eventually use for Sunday services, we can certainly combine the four younger classes and the four older classes.

A teacher: We have seen that eurythmy is moving forward only very slowly.

Dr. Steiner: At first, you should strongly connect everything with music. You should take care to develop the very first exercises out of music. Of course, you should not neglect the other part, either, particularly in the higher grades.

We now need to speak a little bit about the independent religious instruction. You need to tell the children that if they want the independent religious instruction, they must choose it. Thus, the independent religious instruction will simply be a third class alongside the other two. In any case, we may not have any unclear mixing of things. Those who are to have the independent religious instruction can certainly be put together according to grades, for instance, the lower four and the upper four grades. Any one of us could give that instruction. How many children want that instruction?

A teacher: Up to now, there are sixty, fifty-six of whom are children of anthroposophists. The numbers will certainly change since many people wanted to have both.

Dr. Steiner: We will not mix things together. We are not advocating that instruction, but only attempting to meet the desires. My advice would be for the child to take instruction in the family religion. We can leave those children who are not taking any religious instruction alone, but we can certainly inquire as to why they should not have any. We should attempt to determine that in each case. In doing so, we may be able to bring one or another to take instruction in the family religion or possibly to come to the anthroposophic instruction. We should certainly do something there, since we do not want to just allow children to grow up without any religious instruction at all.

A teacher: Should the class teacher give the independent religious instruction?

Dr. Steiner: Certainly, one of us can take it over, but it does not need to be the children’s own class teacher. We would not want someone unknown to us to do it. We should remain within the circle of our faculty.

With sixty children altogether, we would have approximately thirty children in each group if we take the four upper and four lower classes together. I will give you a lesson plan later. We need to do this instruction very carefully.

In the younger group, we must omit everything related to reincarnation and karma. We can deal with that only in the second group, but there we must address it. From ten years of age on, we should go through those things. It is particularly important in this instruction that we pay attention to the student’s own activity from the very beginning. We should not just speak of reincarnation and karma theoretically, but practically.

As the children approach age seven, they undergo a kind of retrospection of all the events that took place before their birth. They often tell of the most curious things, things that are quite pictorial, about that earlier state. For example, and this is something that is not unusual but rather is typical, the children come and say, “I came into the world through a funnel that expanded.” They describe how they came into the world. You can allow them to describe these things as you work with them and take care of them so that they can bring them into consciousness. That is very good, but we must avoid convincing the children of things. We need to bring out only what they say themselves, and we should do that. That is part of the instruction.

In the sense of yesterday’s public lecture, we can also enliven this instruction. It would certainly be very beautiful if we did not turn this into a school for a particular viewpoint, if we took the pure understanding of the human being as a basis and through it, enlivened our pedagogy at every moment. My essay that will appear in the next “Waldorf News” goes just in that direction. It is called “The Pedagogical Basis of the Waldorf School.” What I have written is, in general, a summary for the public of everything we learned in the seminar. I ask that you consider it an ideal.

For each group, an hour and a half of religious instruction per week, that is, two three-quarter hour classes, is sufficient. It would be particularly nice if we could do that on Sundays, but it is hardly possible. We could also make the children familiar with the weekly verses in this instruction.

A teacher: Aren’t they too difficult?

Dr. Steiner: We must never see anything as too difficult for children. Their importance lies not in understanding the thoughts, but in how the thoughts follow one another. I would certainly like to know what could be more difficult for children than the Lord’s Prayer. People only think it is easier than the verses in the Calendar of the Soul. Then there’s the Apostles’ Creed! The reason people are so against the Apostles’ Creed is only because no one really understands it, otherwise they would not oppose it. It contains only things that are obvious, but human beings are not so far developed before age twenty-seven that they can understand it, and afterward, they no longer learn anything from life. The discussions about the creed are childish. It contains nothing that people could not decide for themselves. You can take up the weekly verses with the children before class.

A teacher: Wouldn’t it be good if we had the children do a morning prayer?

Dr. Steiner: That is something we could do. I have already looked into it, and will have something to say about it tomorrow. We also need to speak about a prayer. I ask only one thing of you. You see, in such things everything depends upon the external appearances. Never call a verse a prayer, call it an opening verse before school. Avoid allowing anyone to hear you, as a faculty member, using the word “prayer.” In doing that, you will have overcome a good part of the prejudice that this is an anthroposophical thing. Most of our sins we bring about through words. People do not stop using words that damage us. You would not believe everything I had to endure to stop people from calling Towards Social Renewal, a pamphlet. It absolutely is a book, it only looks like a pamphlet. It is a book! I simply can’t get people to say, “the book.” They say, “the pamphlet,” and that has a certain meaning. The word is not unnecessary. Those are the things that are really important. Anthroposophists are, however, precisely the people who least allow themselves to be contained. You simply can’t get through to them. Other people simply believe in authority. That is what I meant when I said that the anthroposophists are obstinate, and you can’t get through to them, even when it is justified!

A teacher: My fifth-grade class is noisy and uncontrolled, particularly during the foreign language period. They think French sentences are jokes.

Dr. Steiner: The proper thing to do would be to look at the joke and learn from it. You should always take jokes into account, but with humor. However, the children must behave. They must be quiet at your command. You must be able to get them quiet with a look. You must seek to maintain contact from the beginning to the end of the period. Even though it is tiring, you must maintain the contact between the teacher and the student under all circumstances. We gain nothing through external discipline. All you can do is accept the problem and then work from that.

Your greatest difficulty is your thin voice. You need to train your voice a little and learn to speak in a lower tone and not squeal and shriek. It would be a shame if you were not to train your voice so that some bass also came into it. You need some deeper tones.

A teacher: Who should teach Latin?

Dr. Steiner: That is a question for the faculty. For the time, I would suggest that Pastor Geyer and Dr. Stein teach Latin. It is too much for one person.

A teacher: How should we begin history?

Dr. Steiner: In almost every class, you will need to begin history from the beginning. You should limit yourself to teaching only what is necessary. If, for example, in the eighth grade, you find it necessary to begin from the very beginning, then attempt to create a picture of the entire human development with only a few, short examples. In the eighth grade, you would need to go through the entire history of the world as we understand it.

That is also true for physics. In natural history, it is very much easier to allow the children to use what they have already learned and enliven it. This is one of those subjects affected by the deficiencies we discussed. These subjects are introduced after the age of twelve when the capacity for judgment begins. In the subjects just described, we can use much of what the children have learned, even if it is a nuisance.

A teacher: In Greek history, we could emphasize cultural history and the sagas and leave out the political portion, for instance, the Persian Wars.

Dr. Steiner: You can handle the Persian Wars by including them within the cultural history. In general, you can handle wars as a part of cultural history for the older periods, though they have become steadily more unpleasant. You can consider the Persian Wars a symptom of cultural history.

A teacher: What occurred nationally is less important?

Dr. Steiner: No, for example, the way money arose.

A teacher: Can we study the Constitution briefly?

Dr. Steiner: Yes, but you will need to explain the spirit of the Lycurgian Constitution, for example, and also the difference between the Athenians and the Spartans.

A teacher: Standard textbooks present Roman constitutionalism.

Dr. Steiner: Textbooks treat that in detail, but often incorrectly. The Romans did not have a constitution, but they knew not only the Twelve Laws by heart, but also a large number of books of law. The children will get an incorrect picture if you do not describe the Romans as a people of law who were aware of themselves as such. That is something textbooks present in a boring way, but we must awaken in the children the picture that in Rome all Romans were experts in law and could count the laws on their fingers. The Twelve Laws were taught at that time like multiplication is now.

A teacher: We would like to meet every week to discuss pedagogical questions so that what each of us achieves, the others can take advantage of.

Dr. Steiner: That would be very good and is something that I would joyfully greet, only you need to hold your meeting in a republican form.

A teacher: How far may we go with disciplining the children?

Dr. Steiner: That is something that is, of course, very individual. It would certainly be best if you had little need to discipline the children. You can avoid discipline. Under certain circumstances it may be necessary to spank a child, but you can certainly attempt to achieve the ideal of avoiding that. You should have the perspective that as the teacher, you are in control, not the child. In spite of that, I have to admit that there are rowdies, but also that punishment will not improve misbehavior. That will become better only when you slowly create a different tone in the classroom. The children who misbehave will slowly change if the tone in the classroom is good. In any event, you should try not to go too far with punishment.

A teacher: To alleviate the lack of educational material, would it be possible to form an organization and ask the anthroposophists to provide us with books and so forth that they have? We really should have everything available on the subject of anthroposophy.

Dr. Steiner: We are planning to do something in that direction by organizing the teachers who are members of the Society. We are planning to take everything available in anthroposophy and make it in some way available for public education and for education in general. Perhaps it would be possible to connect with the organization of teachers already within the Anthroposophical Society.

A teacher: We also need a living understanding about the various areas of economics. I thought that perhaps within the Waldorf School, we could lay a foundation for a future economic science.

Dr. Steiner: In that case, we would need to determine who would oversee the different areas. There are people who have a sense for such things and who are also really practical experts. That is, we would need to find people who do not simply lecture about it, but who are really practical and have a sense for what we want to do. Such people must exist, and they must bring the individual branches of social science together. I think we could achieve a great deal in that direction if we undertook it properly. However, you have a great deal to do during this first year, and you cannot spread yourselves too thin. That is something you will have to allow others to take care of, and we must create an organization for that. It must exclude all fanaticism and monkeying around and must be down to Earth. We need people who live in the practicalities of life.

A teacher: Mr. van Leer has already written that he is ready to undertake this.

Dr. Steiner: Yes, he could certainly help. A plan could be worked out about how to do this in general. People such as Mr. van Leer and Mr. Molt and also others who live in the practicalities of economic life know how to focus on such questions and how to work with them. The faculty would perhaps not be able to achieve as much as when we turn directly to experts. This is something that might be possible in connection with the efforts of the cultural committee. Yes, we should certainly discuss all of this.

A teacher: In geology class, how can we create a connection between geology and the Akasha Chronicle?

Dr. Steiner: Well, it would be good to teach the children about the formation of the geological strata by first giving them an understanding of how the Alps arose. You could then begin with the Alps and extend your instruction to the entire complex—the Pyrenees, the Alps, the Carpathians, the Altai Mountains, and so forth—all of which are a wave. You should make the entirety of the wave clear to the children. Then there is another wave that goes from North to South America. Thus you would have one wave to the Altai Mountains, to the Asian mountains running from west to east and another in the western part of the Americas going from North to South America, that is, another wave from north to south. That second wave is perpendicular to the first.

We can begin with these elements and then add the vegetation and animals to them. We would then study only the western part of Europe and the American East Coast, the flora and fauna, and the strata there. From that we can go on to develop an idea about the connections between the eastern part of America and the western part of Europe, and that the basin of the Atlantic Ocean and the west coast of Europe are simply sunken land. From there, we can attempt to show the children in a natural way how that land rhythmically moves up and down, that is, we can begin with the idea of a rhythm. We can show that the British Isles have risen and sunk four times and thus follow the path of geology back to the concept of ancient Atlantis.

We can then continue by trying to have the children imagine how different it was when the one was below and the other above. We can begin with the idea that the British Isles rose and sank four times. That is something that is simple to determine from the geological strata. Thus, we attempt to connect all of these things, but we should not be afraid to speak about the Atlantean land with the children. We should not skip that. We can also connect all this to history. The only thing is, you will need to disavow normal geology since the Atlantean catastrophe occurred in the seventh or eighth millennium.

The Ice Age is the Atlantean catastrophe. The Early, Middle and Late Ice Ages are nothing more than what occurred in Europe while Atlantis sank. That all occurred at the same time, that is, in the seventh or eighth millennium.

A teacher: I found some articles about geology in Pierer’s Encyclopedia. We would like to know which articles are actually from you.

Dr. Steiner: I wrote these articles, but in putting together the encyclopedia there were actually two editors. It is possible that something else was stuck in, so I cannot guarantee anything specifically. The articles about basalt, alluvium, geological formations, and the Ice Age are all from me. I did not write the article about Darwinism, nor the one about alchemy. I only wrote about geology and mineralogy and that only to a particular letter. The entries up to and including ‘G’ are from me, but beginning with ‘H,’ I no longer had the time.

A teacher: It is difficult to find the connections before the Ice Age. How are we to bring what conventional science says into alignment with what spiritual science says?

Dr. Steiner: You can find points of connection in the cycles. In the Quaternary Period you will find the first and second mammals, and you simply need to add to that what is valid concerning human beings. You can certainly bring that into alignment. You can create a parallel between the Quaternary Period and Atlantis, and easily bring the Tertiary Period into parallel, but not pedantically, with what I have described as the Lemurian Period. That is how you can bring in the Tertiary Period. There, you have the older amphibians and reptiles. The human being was at that time only jelly-like in external form. Humans had an amphibian-like form.

A teacher: But there are still the fire breathers.

Dr. Steiner: Yes, those beasts, they did breathe fire, the Archaeopteryx, for example.

A teacher: You mean that animals whose bones we see today in museums still breathed fire?

Dr. Steiner: Yes, all of the dinosaurs belong to the end of the Tertiary Period. Those found in the Jura are actually their descendants. What I am referring to are the dinosaurs from the beginning of the Tertiary Period. The Jurassic formations are later, and everything is all mixed together. We should treat nothing pedantically. The Secondary Period lies before the Tertiary and the Jurassic belongs there as does the Archaeopteryx. However, that would actually be the Secondary Period. We may not pedantically connect one with the other.

[Remarks by the German editor: In the previous paragraphs, there appear to be stenographic errors. The text is in itself contradictory, and it is not consistent with the articles mentioned and the table in Pierer’s Encyclopedia nor with Dr. Steiner’s remarks made in the following faculty meeting (Sept. 26, 1919). The error appears explainable by the fact that Dr. Steiner referred to a table that the stenographer did not have. Therefore, the editor suggests the following changes in the text. The changes are underlined:

You can find points of connection in the cycles. In the Tertiary Period you will find the first and second mammals, and you simply need to add to that what is valid concerning human beings. You can certainly bring that into alignment. You can create a parallel between the Tertiary Period and Atlantis, and easily bring the Secondary Period into parallel, but not pedantically, with what I have described as the Lemurian Period. That is how you can bring in the Secondary Period. There, you have the older amphibians and reptiles. The human being was at that time only jelly-like in external form. Humans had an amphibian-like form.

Yes, all of the dinosaurs belong to the end of the Secondary Period. Those found in the Jura are actually their descendants. What I am referring to are the dinosaurs from the beginning of the Secondary Period. The Jurassic formations are later, and everything is all mixed together. We should treat nothing pedantically. The Secondary Period lies before the Tertiary and the Jurassic belongs there as does the Archaeopteryx. However, that would be actually the Secondary Period. We may not pedantically connect one with the other.]

A teacher: How do we take into account what we have learned about what occurred within the Earth? We can find almost nothing about that in conventional science.

Dr. Steiner: Conventional geology really concerns only the uppermost strata. Those strata that go to the center of the Earth have nothing to do with geology.

A teacher: Can we teach the children about those strata? We certainly need to mention the uppermost strata.

Dr. Steiner: Yes, focus upon those strata. You can do that with a chart of the strata, but certainly never without the children knowing something about the types of rocks. The children need to know about what kinds of rocks there are. In explaining that, you should begin from above and then go deeper, because then you can more easily explain what breaks through.

A teacher: I am having trouble with the law of conservation of energy in thermodynamics.

Dr. Steiner: Why are you having difficulties? You must endeavor to gradually bring these things into what Goethe called “archetypal phenomena.” That is, to treat them only as phenomena. You can certainly not treat the law of conservation of energy as was done previously: It is only a hypothesis, not a law. And there is another thing. You can teach about the spectrum. That is a phenomenon. But people treat the law of conservation of energy as a philosophical law. We should treat the mechanical equivalent of heat in a different way. It is a phenomenon. Now, why shouldn’t we remain strictly within phenomenology? Today, people create such laws about things that are actually phenomena. It is simply nonsense that people call something like the law of gravity, a law. Such things are phenomena, not laws. You will find that you can keep such so-called laws entirely out of physics by transforming them into phenomena and grouping them as primary and secondary phenomena. If you described the so-called laws of Atwood’s gravitational machine when you teach about gravity, they are actually phenomena and not laws.

A teacher: Then we would have to approach the subject without basing it upon the law of gravity. For example, we could begin from the constant of acceleration and then develop the law of gravity, but treat it as a fact, not a law.

Dr. Steiner: Simply draw it since you have no gravitational machine. In the first second, it drops so much, in the second, so much, in the third, and so on. From that you will find a numerical series and out of that you can develop what people call a law, but is actually only a phenomenon.

A teacher: Then we shouldn’t speak about gravity at all?

Dr. Steiner: It would be wonderful if you could stop speaking about gravity. You can certainly achieve speaking of it only as a phenomenon. The best would be if you considered gravity only as a word.

A teacher: Is that true also for electrical forces?

Dr. Steiner: Today, you can certainly speak about electricity without speaking about forces. You can remain strictly within the realm of phenomena. You can come as far as the theory of ions and electrons without speaking of anything other than phenomena. Pedagogically, that would be very important to do.

A teacher: It is very difficult to get along without forces when we discuss the systems of measurement, the CGS system (centimeter, gram, second), which we have to teach in the upper grades.

Dr. Steiner: What does that have to do with forces? If you compute the exchange of one for the other, you can do it.

A teacher: Then, perhaps, we would have to replace the word “force” with something else.

Dr. Steiner: As soon as it is clear to the students that force is nothing more than the product of mass and acceleration, that is, when they understand that it is not a metaphysical concept, and that we should always treat it phenomenologically, then you can speak of forces.

A teacher: Would you say something more about the planetary movements? You have often mentioned it, but we don’t really have a clear understanding about the true movement of the planets and the Sun.

Dr. Steiner: In reality, it is like this [Dr. Steiner demonstrates with a drawing]. Now you simply need to imagine how that continues in a helix. Everything else is only apparent movement. The helical line continues into cosmic space. Therefore, it is not that the planets move around the Sun, but that these three, Mercury, Venus, and the Earth, follow the Sun, and these three, Mars, Jupiter, and Saturn, precede it. Thus, when the Earth is here and this is the Sun, the Earth follows along. But we look at the Sun from here, and so it appears as though the Earth goes around it, whereas it is actually only following. The Earth follows the Sun. The incline is the same as what we normally call the angle of declination. If you take the angle you obtain when you measure the ecliptic angle, then you will see that. So it is not a spiral, but a helix. It does not exist in a plane, but in space.

A teacher: How does the axis of the Earth relate to this movement?

Dr. Steiner: If the Earth were here, the axis of the Earth would be a tangent. The angle is 23.5×. The angle that encloses the helix is the same as when you take the North Pole and make this lemniscate as the path of a star near the North Pole. That is something I had to assume, since you apparently obtain a lemniscate if you extend this line. It is actually not present because the North Pole remains fixed, that is the celestial North Pole.

A teacher: Wasn’t there a special configuration in 1413?

Dr. Steiner: I already mentioned that today. Namely, if you begin about seven thousand years before 1413, you will see that the angle of the Earth’s axis has shrunk, that is, it is the smallest angle. It then becomes larger, then again smaller. In this way, a lemniscate is formed, and thus the angle of the Earth was null for a time. That was the Atlantean catastrophe. At that time, there were no differences in the length of the day relative to the time of year.

A teacher: Why should the celestial pole, which is in reality nothing other than the point toward which the Earth’s axis is directed, remain constant? It should certainly change over the course of years.

Dr. Steiner: That happens because the movement of the Earth’s axis describes a cone, a double cone whose movement is continuously balanced by the movement of the Earth’s axis. If you always had the axis of the Earth parallel to you, then the celestial pole would describe a lemniscate, but it remains stationary. That is because the movement of the Earth’s axis in a double cone is balanced by the movement of the celestial pole in a lemniscate. Thus, it is balanced.

A teacher: I had changed my perspective to the one you described regarding the movement of the Earth’s axis. I said to myself, The point in the heavens that remains fixed must seem to move over the course of the centuries. It would be, I thought, a movement like a lemniscate, and, therefore, not simply a circle in the heavens during a Platonic year.

Dr. Steiner: It is modified because this line, the axis of the helix, is not really a straight line, but a curve. It only approximates a straight line. In reality, a circle is also described here. We are concerned with a helix that is connected with a circle.

A teacher: How is it possible to relate all this to the Galilean principle of relativity? That is, to the fact that we cannot determine any movement in space absolutely.

Dr. Steiner: What does that mean?

A teacher: That means that we cannot speak of any absolute movement in space. We cannot say that one body remains still in space, but instead must say that it moves. It is all only relative, so we can only know that one body changes its relationship to another.

Dr. Steiner: Actually, that is true only so long as we do not extend our observations into what occurs within the respective body. It’s true, isn’t it, that when you have two people moving relative to one another, and you observe things spatially from a perspective outside of the people (it is unimportant what occurs in an absolute sense), you will have only the relationships of the movement.

A teacher: It is certainly curious in connection with light that at the speed of light you cannot determine your movement relative to the source of light.

Dr. Steiner: One of Lorentz’s experiments. Read about it; what Lorentz concludes is interesting, but theoretical. You do not have to accept that there are only relative differences. You can use absolute mechanics. Probably you did not take all of those compulsive ideas into account. The difference is simply nothing else than what occurs if you take a tube with very thin and elastic walls. If you had fluid within it at the top and the bottom and also in between, then there would exist between these two fluids the same relationship that Lorentz derives for light. You need to have those compulsive interpretations if you want to accept these things.

You certainly know the prime example: You are moving in a train faster than the speed of sound and shoot a cannon as the train moves. You hear the shot once in Freiburg, twice in Karlsruhe, and three times in Frankfurt. If you then move faster than the speed of sound, you would first hear the three shots in Frankfurt, then afterward, the two in Karlsruhe, then after that, one shot in Freiburg. You can speculate about such things, but they have no reality because you cannot move faster than the speed of sound.

A teacher: Could we demonstrate what you said about astronomy through the spiral movements of plants? Is there some means of proving that through plants?

Dr. Steiner: What means would you need? Plants themselves are that means. You need only connect the pistil to the movements of the Moon and the stigma to those of the Sun. As soon as you relate the pistil to the Moon’s movements and the stigma to those of the Sun, you will get the rest. You will find in the spiral movements of the plant an imitation of the relative relationship between the movements of the Sun and the movements of the Moon. You can then continue. It is complicated and you will need to construct it. At first, the pistil appears not to move. It moves inwardly in the spiral. You must turn these around, since that is relative. The pistil belongs to the line of the stem, and the stigma to the spiral movement. However, because it is so difficult to describe further, I think it is something you could not use in school. This is a question of further development of understanding.

A teacher: Can we derive the spiral movements of the Sun and the Earth from astronomically known facts?

Dr. Steiner: Why not? Just as you can teach people today about the Copernican theory. The whole thing is based upon the joke made concerning the three Copernican laws, when they teach only the first two and leave out the third. If you bring into consideration the third, then you will come to what I have spoken of, namely, that you will have a simple spiral around the Sun. Copernicus did that. You need only look at his third law. You need only take his book, De Revolutionibus Corporum Coelestium (On the orbits of heavenly bodies) and actually look at the three laws instead of only the first two. People take only the first two, but they do not coincide with the movements we actually see. Then people add to it Bessel’s so-called corrective functions. People don’t see the stars as Copernicus described them. You need to turn the telescope, but people turn it according to Bessel’s functions. If you exclude those functions, you will get what is right.

Today, you can’t do that, though, because you would be called crazy. It is really child’s play to learn it and to call what is taught today nonsense. You need only to throw out Bessel’s functions and take Copernicus’s third law into account.

A teacher: Couldn’t that be published?

Dr. Steiner: Johannes Schlaf began that by taking a point on Jupiter that did not coincide with the course of the Copernican system. People attacked him and said he was crazy.

There is nothing anyone can do against such brute force. If we can achieve the goals of the Cultural Commission, then we will have some free room. Things are worse than people think when a professor in Tübingen can make “true character” out of “commodity character.” The public simply refuses to recognize that our entire school system is corrupt. That recognition is something that must become common, that we must do away with our universities and the higher schools must go. We now must replace them with something very different. That is a real foundation.

It is impossible to do anything with those people. I spoke in Dresden at the college. I also spoke at the Dresden Schopenhauer Society. Afterward, the professors there just talked nonsense. They could not understand one single idea. One stood up and said that he had to state what the differences were between Schopenhauer’s philosophy and anthroposophy. I said I found that unnecessary. Anthroposophy has the same relationship to philosophy as the crown of a tree to its roots, and the difference between the root and the crown of a tree is obvious. Someone can come along and say he finds it necessary to state that there is a difference between the root and the crown, and I have nothing to say other than that. These people can’t keep any thoughts straight. Modern philosophy is all nonsense. In much of what it brings, there is some truth, but there is so much nonsense connected with it that, in the end, only nonsense results. You know of Richert’s “Theory of Value,” don’t you? The small amount that exists as the good core of philosophy at a university, you can find discussed in my book Riddles of Philosophy.

The thing with the “true character” reminds me of something else. I have found people in the Society who don’t know what a union is. As I have often said, such things occur. If we can work objectively in the Cultural Commission, then we could replace all of these terrible goings on with reason, and everything would be better. Then we could also teach astronomy reasonably. But now we are unable to do anything against that brute force. In the Cultural Commission, we can do what should have been done from the beginning, namely, undertake the cultural program and work toward bringing the whole school system under control. We created the Waldorf School as an example, but it can do nothing to counteract brute force. The Cultural Commission would have the task of reforming the entire system of education. If we only had ten million marks, we could extend the Waldorf School. That these ten million marks are missing is only a “small hindrance.”

It is very important to me that you do not allow the children’s behavior and such to upset you. You should not imagine that you will have angels in the school. You will be unable to do many things because you lack the school supplies you need. In spite of that, we want to strictly adhere to what we have set out to do and not allow ourselves to be deterred from doing it as well as possible in order to achieve our goals.

It is, therefore, very important that in practice you separate what is possible to do under the current circumstances from what will give you the strength to prevail. We must hold to our belief that we can achieve our ideals. You can do it, only it will not be immediately visible.

[The meeting began with a discussion of some children Dr. Steiner had observed that morning.]

Dr. Steiner: E. E. must be morally raised. He is a Bolshevik.

A teacher who was substituting in the first grade poses a question.

Dr. Steiner: You should develop reading from pictorial writing. You should develop the forms from the artistic activity.

A teacher suggests beginning the morning with the Lord’s Prayer.

Dr. Steiner: It would be nice to begin instruction with the Lord’s Prayer and then go on to the verses I will give you. For the four lower grades I would ask that you say the verse in the following way:

The Sun with loving light
Makes bright for me each day;
The soul with spirit power
Gives strength unto my limbs;
In sunlight shining clear
I reverence, O God,
The strength of humankind,
That thou so graciously
Hast planted in my soul,
That I with all my might
May love to work and learn.

From Thee come light and strength,
To Thee rise love and thanks.

The children must feel that as I have spoken it. First they should learn the words, but then you will have to gradually make the difference between the inner and outer clear to them.

The Sun with loving light
Makes bright for me each day;
The soul with spirit power
Gives strength unto my limbs;

The first part, that the Sun makes each day bright, we observe, and the other part, that it affects the limbs, we feel in the soul. What lies in this portion is the spirit-soul and the physical body.

In sunlight shining clear
I reverence, O God,
The strength of humankind,
That thou so graciously
Hast planted in my soul,
That I with all my might
May love to work and learn.

Here we give honor to both. We then turn to one and then the other.

From Thee come light and strength (the Sun),
To Thee rise love and thanks (from within).

This is how I think the children should feel it, namely, the divine in light and in the soul.

You need to attempt to speak it with the children in chorus, with the feeling of the way I recited it. At first, the children will learn only the words, so that they have the words, the tempo, and the rhythm. Later, you can begin to explain it with something like, “Now we want to see what this actually means.” Thus, first they must learn it, then you explain it. Don’t explain it first, and also, do not put so much emphasis upon the children learning it from memory. They will eventually learn it through repetition. They will be able to read it directly from your lips. Even though it may not go well for a long time, four weeks or more, it will go better later. The older children can write it down, but you must allow the younger ones to learn it slowly. Don’t demand that they learn it by heart! It would be nice if they write it down, since then they will have it in their own handwriting. I will give you the verse for the four higher classes tomorrow.

[The verse for the four higher grades was:]

I look into the world;
In which the Sun shines,
In which the stars sparkle,
In which the stones lie,
The living plants are growing,
The animals are feeling,
In which the soul of man
Gives dwelling for the spirit;
I look into the soul
Which lives within myself.
God’s spirit weaves in light
Of Sun and human soul,
In world of space, without,
In depths of soul, within.
God’s spirit, ‘tis to Thee
I turn myself in prayer,
That strength and blessing grow
In me, to learn and work.

[The texts of the verses are exactly as Dr. Steiner dictated them according to the handwritten notes. It is unclear whether he said, “loving light” (liebes Licht) or “light of love” (Liebeslicht).]

[Lesson plan for the independent anthroposophical religious instruction for children:]

Dr. Steiner: We should give this instruction in two stages. If you want to go into anthroposophical instruction with a religious goal, then you must certainly take the concept of religion much more seriously than usual. Generally, all kinds of worldviews that do not belong there mix into religion and the concept of religion. Thus, the religious tradition brings things from one age over into another, and we do not want to continue to develop that. It retains views from an older perspective alongside more developed views of the world. These things appeared in a grotesque form during the age of Galileo and Giordano Bruno. Modern apologies justify such things—something quite humorous. The Catholic Church gets around it by saying that at that time the Copernican view of the world was not recognized, the Church itself forbade it. Thus, Galileo could not have supported that world perspective. I do not wish to go into that now, but I mention it only to show you that we really must take religion seriously when we address it anthroposophically.

It is true that anthroposophy is a worldview, and we certainly do not want to bring that into our school. On the other hand, we must certainly develop the religious feeling that worldview can give to the human soul when the parents expressly ask us to give it to the children. Particularly when we begin with anthroposophy, we dare not develop anything inappropriate, certainly not develop anything too early. We will, therefore, have two stages. First, we will take all the children in the lower four grades, and then those in the upper four grades.

In the lower four grades, we will attempt to discuss the things and processes in the human environment, so that a feeling arises in the children that spirit lives in nature. We can consider such things as my previous examples. We can, for instance, give the children the idea of the soul. Of course, the children first need to learn to understand the idea of life in general. You can teach the children about life if you direct their attention to the fact that people are first small and then they grow, become old, get white hair, wrinkles, and so forth. Thus, you tell them about the seriousness of the course of human life and acquaint them with the seriousness of the fact of death, something the children already know.

Therefore, you need to discuss what occurs in the human soul during the changes between sleeping and waking. You can certainly go into such things with even the youngest children in the first group. Discuss how waking and sleeping look, how the soul rests, how the human being rests during sleep, and so forth. Then, tell the children how the soul permeates the body when it awakens and indicate to them that there is a will that causes their limbs to move. Make them aware that the body provides the soul with senses through which they can see and hear and so forth. You can give them such things as proof that the spiritual is active in the physical. Those are things you can discuss with the children.

You must completely avoid any kind of superficial teaching. Thus, in anthroposophical religious instruction we can certainly not use the kind of teaching that asks questions such as, Why do we find cork on a tree? with the resulting reply, So that we can make champagne corks. God created cork in order to cork bottles. This sort of idea, that something exists in nature simply because human intent exists, is poison. That is certainly something we may not develop. Therefore, don’t bring any of these silly causal ideas into nature.

To the same extent, we may not use any of the ideas people so love to use to prove that spirit exists because something unknown exists. People always say, That is something we cannot know, and, therefore, that is a revelation of the spirit. Instead of gaining a feeling that we can know of the spirit and that the spirit reveals itself in matter, these ideas direct people toward thinking that when we cannot explain something, that proves the existence of the divine. Thus, you will need to strictly avoid superficial teaching and the idea of wonders, that is, that wonders prove divine activity.

In contrast, it is important that we develop imaginative pictures through which we can show the supersensible through nature. For example, I have often mentioned that we should speak to the children about the butterfly’s cocoon and how the butterfly comes out of the cocoon. I have said that we can explain the concept of the immortal soul to the children by saying that, although human beings die, their souls go from them like an invisible butterfly emerging from the cocoon. Such a picture is, however, only effective when you believe it yourself, that is, when you believe the picture of the butterfly creeping out of the cocoon is a symbol for immortality planted into nature by divine powers. You need to believe that yourselves, otherwise the children will not believe it.

You need to arouse the children’s interest in such things. They will be particularly effective for the children where you can show how a being can live in many forms, how an original form can take on many individual forms. In religious instruction, it is important that you pay attention to the feeling and not the worldview. For example, you can take a poem about the metamorphosis of plants and animals and use it religiously. However, you must use the feelings that go from line to line. You can consider nature that way until the end of the fourth grade. There, you must always work toward the picture that human beings with all our thinking and doing live within the cosmos. You must also give the children the picture that God lives in what lives in us. Time and again you should come back to such pictures, how the divine lives in a tree leaf, in the Sun, in clouds, and in rivers. You should also show how God lives in the bloodstream, in the heart, in what we feel and what we think. Thus, you should develop a picture of the human being filled with the divine.

During these years, you should also emphasize the picture that human beings, because they are an image of God and a revelation of God, should be good. Human beings who are not good hurt God. From a religious perspective, human beings do not exist in the world for their own sake, but as revelations of the divine. You can express that by saying that people do not exist just for their own sake, but “to glorify God.” Here, “to glorify” means “to reveal.” Thus, in reality, it is not “glory to God in the highest,” but “reveal the gods in the highest.” Thus, we can understand the idea that people exist to glorify God as meaning that people exist in order to express the divine through their deeds and feelings. If someone does something bad, something impious and unkind, then that person does something that belittles God and distorts God into something ugly.

You should always bring in these ideas. At this age you should use the thought that God lives in the human being. In the lower grades, I would certainly abstain from teaching any Christology, but just awaken a feeling for God the Father out of nature and natural occurrences. I would try to connect all our discussions about Old Testament themes, the Psalms, the Song of Songs, and so forth, to that feeling, at least insofar as they are useful, and they are if you treat them properly. That is the first stage of religious instruction.

In the second stage, that is, the four upper grades, we need to discuss the concepts of fate and human destiny with the children. Thus, we need to give the children a picture of destiny so that they truly feel that human beings have a destiny. It is important to teach the child the difference between a simple chance occurrence and destiny. Thus, you will need to go through the concept of destiny with the children. You cannot use definitions to explain when something destined occurs or when something occurs only by chance. You can, however, perhaps explain it through examples. What I mean is that when something happens to me, if I feel that the event is in some way something I sought, then that is destiny. If I do not have the feeling that it was something I sought, but have a particularly strong feeling that it overcame me, surprised me, and that I can learn a great deal for the future from it, then that is a chance event. You need to gradually teach the children about something they can experience only through feeling, namely the difference between finished karma and arising or developing karma. You need to gradually teach children about the questions of fate in the sense of karmic questions.

You can find more about the differences in feeling in my book Theosophy. For the newest edition, I rewrote the chapter, “Reincarnation and Karma,” where I discuss this question. There, I tried to show how you can feel the difference. You can certainly make it clear to the children that there are actually two kinds of occurrences. In the one case, you feel that you sought it. For example, when you meet someone, you usually feel that you sought that person. In the other case, when you are involved in a natural event, you have the feeling you can learn something from it for the future. If something happens to you because of some other person, that is usually a case of fulfilled karma. Even such things as the fact that we find ourselves together in this faculty at the Waldorf School are fulfilled karma. We find ourselves here because we sought each other. We cannot comprehend that through definitions, only through feeling. You will need to speak with the children about all kinds of fates, perhaps in stories where the question of fate plays a role. You can even repeat many of the fairy tales in which questions of fate play a role. You can also find historical examples where you can show how an individual’s fate was fulfilled. You should discuss the question of fate, therefore, to indicate the seriousness of life from that perspective.

I also want you to understand what is really religious in an anthroposophical sense. In the sense of anthroposophy, what is religious is connected with feeling, with those feelings for the world, for the spirit, and for life that our perspective of the world can give us. The worldview itself is something for the head, but religion always arises out of the entire human being. For that reason, religion connected with a specific church is not actually religious. It is important that the entire human being, particularly the feeling and will, lives in religion. That part of religion that includes a worldview is really only there to exemplify or support or deepen the feeling and strengthen the will. What should flow from religion is what enables the human being to grow beyond what past events and earthly things can give to deepen feeling and strengthen will.

Following the questions of destiny, you will need to discuss the differences between what we inherit from our parents and what we bring into our lives from previous earthly lives. In this second stage of religious instruction, we bring in previous earthly lives and everything else that can help provide a reasoned or feeling comprehension that people live repeated earthly lives.

You should also certainly include the fact that human beings raise themselves to the divine in three stages. Thus, after you have given the children an idea of destiny, you then slowly teach them about heredity and repeated earthly lives through stories. You can then proceed to the three stages of the divine.

The first of these stages is that of the angels, something available for each individual personally. You can explain that every individual human being is led from life to life by his or her own personal genius. Thus, this personal divinity that leads human beings is the first thing to discuss.

In the second step, you attempt to explain that there are higher gods, the archangels. (Here you gradually come into something you can observe in history and geography.) These archangels exist to guide whole groups of human beings, that is, the various peoples and such. You must teach this clearly so that the children can learn to differentiate between the god spoken of by Protestantism, for instance, who is actually only an angel, and an archangel, who is higher than anything that ever arises in the Protestant religious teachings.

In the third stage, you teach the children about the concept of a time spirit, a divine being who rules over periods of time. Here, you will connect religion with history.

Only when you have taught the children all that can you go on, at about the twelfth grade, to—well, we can’t do that yet, we will just do two stages. The children can certainly hear things they will understand only later. After you have taught the children about these three stages, you can go on to the actual Christology by dividing cosmic evolution into two parts: the pre-Christian, which was really a preparation, and the Christian, which is the fulfillment. Here, the concept that the divine is revealed through Christ, “in the fullness of time,” must play a major role.

Only then will we go on to the Gospels. Until then, to the extent that we need stories to explain the concepts of angel, archangel, and time spirit, we will use the Old Testament. For example, we can use the Old Testament story of what appeared before Moses to explain to the children the appearance of a new time spirit, in contrast to the previous one before the revelation to Moses. We can then also explain that a new time spirit entered during the sixth century B.C. Thus, we first use the Old Testament. When we then go on to Christology, having presented it as being preceded by a long period of preparation, we can go on to the Gospels. We can attempt to present the individual parts and show that the four-foldedness of the Gospels is something natural by saying that just as a tree needs to be photographed from four sides for everything to be properly seen, in the same way the four Gospels present four points of view. You take the Gospel of Matthew and then Mark, Luke, and John and emphasize them such that the children will always feel that. Always place the main emphasis upon the differences in feeling.

Thus, we now have the teaching content of the second stage. The general tenor of the first stage is to bring to developing human beings everything that the wisdom of the divine in nature can provide. In the second stage, the human being no longer recognizes the divine through wisdom, but through the effects of love. That is the tenor, the leitmotif in both stages.

A teacher: Should we have the children learn verses?

Dr. Steiner: Yes, at first primarily from the Old Testament and then later from the New Testament. The verses contained in prayer books are often trivial, therefore, you should use verses from the Bible and also those verses we have in anthroposophy. In anthroposophy, we have many verses you can use well in this anthroposophical religious instruction.

A teacher: Should we teach the Ten Commandments?

Dr. Steiner: The Ten Commandments are, of course, in the Old Testament, but you should make their seriousness clear. I have always emphasized that the Ten Commandments state that we should not speak the name of God in vain. This is something that nearly every preacher overdoes since they continually speak vainly of Christ. Of course, this is something we must deepen in the feeling. We should not give religious instruction as a confession of faith, but as a deepening of feeling. The Apostles’ Creed as such is not important, only what we feel in the Creed. It is not our belief in God the Father, in God the Son, and in God the Holy Spirit, but what we feel in relationship to the Father, Son, and Holy Spirit. What is important is that in the depths of our soul, we feel that it is an illness not to know God, that it is a misfortune not to know Christ and that not to know the Holy Spirit is a limitation of the human soul.

A teacher: Should we teach the children about historical things, for instance, the path of the Zarathustra being up to the revelation of Christianity, or the story of the two Jesus children?

Dr. Steiner: You should close the religious instruction by teaching the children about these connections but, of course, very carefully. The first stage is clearly more nature religion, the second, more historical religion.

A teacher: Then we should certainly avoid teaching about functionality in natural history? Schmeil’s guidelines for botany and zoology are teleological.

Dr. Steiner: With regard to books, I would ask that you consider them only as a source of factual information. You can assume that we should avoid the methods described in them, and also the viewpoints. We really must do everything new. We should completely avoid the books that are filled with the horrible attitude we can characterize with statements such as “God created cork in order to cork champagne bottles.” For us, such books exist only to inform us of facts. The same is true for history. All the judgments made in them are no less garbage, and in natural history that is certainly true.

In my opinion it would not be so bad if we used Brehm, for example, if such things are to be up-to-date. Brehm avoids such trivial things, though he is a little narrow-minded. It would be a good idea to copy out such things and use stories as a basis. Perhaps, that would be the best thing to do. The old edition of Brehm is pretty boring. We cannot use the new edition written recently by someone else.

In general, you can assume all school books written after 1885 are worthless. Since that time, all pedagogy has regressed in the most terrible way and simply landed in clichés.

A teacher: How should we proceed with human natural history? How should we start that in the fourth grade?

Dr. Steiner: Concerning human beings you will find nearly everything somewhere in my lecture cycles. You will find nearly everything there somewhere. You also have what I presented in the seminar course. You need only modify it for school. The main thing is that you hold to the facts, also the psychological and spiritual facts. You can first take up the human being by presenting the formation of the skeleton. There, you can certainly be confident. Then go on to the muscles and the glands. You can teach the children about will by presenting the muscles and about thinking by presenting the nerves. Hold to what you know from anthroposophy. You must not allow yourselves to be led astray through the mechanical presentation of modern textbooks. You really don’t need anything at the forefront of science for the fourth grade, so perhaps it is better to take an older description and work with that. As I said, all of the things since the 1880s have become really bad, but you will find starting points everywhere in my lectures.

A teacher: I put together a table of geological formations based on what you said yesterday.

Dr. Steiner: Of course, you should never pedantically draw parallels. When you go on to the primeval forms, to the original mountains, you have the polar period. The Paleozoic corresponds to the Hyperborean, but you may not take the individual animal forms pedantically. Then you have the Mesozoic, which generally corresponds to Lemuria. And then the first and second levels of mammals, or the Cenozoic, that is, the Atlantean age. The Atlantean period was no more than about nine thousand years ago. You can draw parallels from these five periods, the primitive, the Paleozoic, the Mesozoic, the Cenozoic, and the Anthropozoic.

A teacher: You once said that normally the branching off of fish and birds is not properly presented, for example, by Haeckel.

Dr. Steiner: The branching off of fish is usually put back into the Devonian period.

A teacher: How did human beings look at that time?

Dr. Steiner: In very primitive times, human beings consisted almost entirely of etheric substance. They lived among other things but had as yet no density. The human being became more dense during the Hyperborean period. Only those animal forms that had precipitated out, lived. Human beings lived also with no less strength. They had, in fact, a tremendous strength. But they had no substance that could remain, so there are no human remains. They lived during all those periods but only gained an external density during the Cenozoic period. If you recall how I describe the Lemurian period, it was almost an etheric landscape. Everything was there, but there are no geological remains. You will want to take into account that the human being existed through all five periods. The human being was everywhere. Here in the first period (Dr. Steiner points to the table), “primitive form,” there is actually nothing else present except the human being. There are only minor remains. There the Eozoic Canadensa is actually more of a formation, something created as a form that is not a real animal. Here in the Hyperborean/Paleozoic period, animals begin to occur, but in forms that later no longer exist. Here in the Lemurian/Mesozoic period, the plant realm arises, and here in the Cenozoic period, Atlantis, the mineral realm arises, actually already in the last period, in these two earlier periods already (in the last two sub-races of the Lemurian period).

A teacher: Did human beings exist with their head, chest, and limb aspects at that time?

Dr. Steiner: The human being was similar to a centaur, an extremely animal-like lower body and a humanized head.

A teacher: I almost have the impression that it was a combination, a symbiosis, of three beings.

Dr. Steiner: So it is, also.

A teacher: How is it possible that there are the remains of plants in coal?

Dr. Steiner: Those are not plant remains. What appears to be the remains of plants actually arose because the wind encountered quite particular obstacles. Suppose, for instance, the wind was blowing and created something like plant forms that were preserved somewhat like the footsteps of animals (Hyperborean period). That is a kind of plant crystallization, a crystallization into plantlike forms.

A teacher: The trees didn’t exist?

Dr. Steiner: No, they existed as tree forms. The entire flora of the coal age was not physically present. Imagine a forest present only in its etheric form and that thus resists the wind in a particular way. Through that, stalactite-like forms emerge. What resulted is not the remains of plants, but forms that arise simply due to the circumstances brought about by elemental activity. Those are not genuine remains. You cannot say it was like it was in Atlantis. There, things remained and to an extent also at the end of the Lemurian period, but as to the carbon period, we cannot say that there are any plant remains. There were only the remains of animals, but primarily animals that we can compare with the form of our head.

A teacher: When did the human being then stand upright? I don’t see a firm point of time.

Dr. Steiner: It is not a good idea to cling to these pictures too closely, since some races stood upright earlier and others later. It is not possible to give a specific time. That is how things are in reality.

A teacher: If the pistil is related to the Moon and the stigma to the Sun, then how do they show the movement of the Sun and Moon?

Dr. Steiner: You must imagine it in the following way (Dr. Steiner draws). The stigma goes upward, that would be the path of the Sun, and the pistil moves around it, and there you have the path of the Moon. Here we have the picture of the Sun and Earth path as I drew it yesterday. The Moon moves around the Earth. That is in the pistil (Dr. Steiner demonstrates with the drawing). It appears that way because the path of the Moon goes around also, of course, but in relationship, not in a straight line. The path of the Sun is the stigma. This circle is a copy of the helix I drew yesterday. It is also a helix.

A teacher: You have told us that the temperaments have to do with predominance of the various bodies. In GA 129, you said that the physical body predominates over the etheric, the etheric over the astral, and the I over the astral. Is there a connection with the temperaments here? In GA 134, you mention a figure that gives the proper relationship of the bodies.

Dr. Steiner: That gives the relationship of the forces.

A teacher: Is there a further relationship to the temperaments?

Dr. Steiner: None other than what I presented in the seminar.

A teacher: You have said that melancholy arises due to a predominance of the physical body. Is that a predominance of the physical body over the etheric?

Dr. Steiner: No, it is a predominance over all the other bodies.

A question arises about parent evenings.

Dr. Steiner: We should have them, but it would be better if they were not too often, since otherwise the parents’ interest would lessen, and they would no longer come. We should arrange things so that the parents actually come. If we have such meetings too often, they would see them as burdensome. Particularly in regard to school activities, we should not do anything we cannot complete. We should undertake only those things that can really happen. I think it would be good to have three parent days per year. I would also suggest that we do this festively, that we print cards and send them to all of the parents.

Perhaps we could arrange it so that the first such meeting is at the beginning of the school year. It would be more a courtesy, so that we can again make contact with the parents. Then we could have a parent evening in the middle of the year and again one at the end. These latter two would be more important, whereas the first, more of a courtesy. We could have the children recite something, do some eurythmy, and so forth.

We can also have parent conferences. They would be good. You will probably find that the parents generally have little interest in them, except for the anthroposophical parents.

A teacher asks Dr. Steiner to say something about the popularization of spiritual science, particularly in connection with the afternoon courses for the workers [at the Goetheanum].

Dr. Steiner: Well, it is important to keep the proper attitude in connection with that popularization. In general, I am not in favor of popularizing by making things trivial. In my opinion, we should first use Theosophy as a basis and attempt to determine from case to case what a particular audience understands easily, or only with difficulty. You will see that the last edition of Theosophy has a number of hints about how you can use its contents for teaching. I would then go on to discussing some sections of How to Know Higher Worlds, but I would never intend to try to make people into clairvoyants. We should only inform them about the clairvoyant path so that they understand how it is possible to arrive at those truths. We should leave them with the feeling that it is possible with normal common sense to understand and know about how to comprehend those things. You can also treat The Spiritual Guidance of the Individual and Humanity in a popular way. There you have three books that you can use for a popular presentation. Generally, you will need to arrange things according to the audience.

Several children are discussed.

Dr. Steiner: The most important thing is that there is always contact, that the teacher and students together form a true whole. That has happened in nearly all of the classes in a very beautiful and positive way. I am quite happy about what has happened.

I can tell you that even though I may not be here, I will certainly think much about this school. It’s true, isn’t it, that we must all be permeated with the thoughts:

First, of the seriousness of our undertaking. What we are now doing is tremendously important.

Second, we need to comprehend our responsibility toward anthroposophy as well as the social movement.

And, third, something that we as anthroposophists must particularly observe, namely, our responsibility toward the gods.

Among the faculty, we must certainly carry within us the knowledge that we are not here for our own sakes, but to carry out the divine cosmic plan. We should always remember that when we do something, we are actually carrying out the intentions of the gods, that we are, in a certain sense, the means by which that streaming down from above will go out into the world. We dare not for one moment lose the feeling of the seriousness and dignity of our work.

You should feel that dignity, that seriousness, that responsibility. I will approach you with such thoughts. We will meet one another through such thoughts.

We should take that up as our feeling for today and, in that thought, part again for a time, but spiritually meet with one another to receive the strength for this truly great work.

Dr. Steiner: Today, we will primarily discuss the problem children we spoke with.

We will need to look at M.H. often. We will have to ask E.S. many things.

We can give some of the children in the fourth grade specific exercises, for instance, E.E. could learn the phrase, “People gain strength for life through learning.” You could allow him to say this each morning in the course of the first period. F.R. could learn, “I will pay attention to my words and thoughts,” and A.S. could learn, “I will pay attention to my words and deeds.”

We should have H.A. in the fifth grade do complicated drawings, for instance, a line that snakes about and comes back to its own beginning. He could also draw eurythmy forms. He should learn the phrase, “It is written in my heart to learn to pay attention and to become industrious.”

You will need to force T.E. in the seventh grade to follow very exactly and slowly. She should hear exactly and slowly what you say to her. That should have a different tempo than her own fragmented thinking. Think a sentence together with her, “I will think with you.” Only think it twice as slowly as she does.

O.R., in eighth grade, is sleepy. He is a kind of soul-earthworm. That kind of sleepiness arises because people pass things by and pay no attention to them. He shouldn’t play any pranks on anyone, nor disturb anyone’s attention.

In regard to the slow thinking in the third grade, you could take a phrase like, “The tree becomes green,” and turn it around to “Green becomes the tree,” and so forth so that they learn to turn their thinking around quickly.

My general impression is that, in spite of all of the obstacles, you should maintain the courage to continue your teaching. Although there is not much time left in this year, we still have much to do.

There is some discussion of afterschool care.

Dr. Steiner: The children should avoid comparing their teachers. You should pay attention to the children’s physical symmetry and asymmetry and seek what lies parallel in their souls. To do that, you must know each child’s peculiarities well. There is something called “flame symmetry,” that is, how things interact through harmonious motions. Ellicot first noticed it and did some work with it. What the teacher thinks affects the child when the teacher is really present. The main thing is that you take an interest in each child. A teacher asks about how to get through all the material and about homework.

Dr. Steiner: You should present homework as voluntary work, not as a requirement. In other words, “Who wants to do this?”

A teacher asks about a reading book.

Dr. Steiner: In the reading lesson, not all of the children need to read. You can bring some material and hand it around, allowing the children to read it, but not all need do so. However, the children should read as little as possible about things they do not understand very well. The teachers are reading aloud to the children too much. You should read nothing to the children that you do not know right into each word through your preparation. A teacher asks about modeling.

Dr. Steiner: You could use a column seen from a particular perspective as an example, but you should not make the children slavishly imitate it. You need to get the children to observe, but allow them to change their work.

A teacher: How far should I go in history before turning to something else? In the seventh grade, I have gotten as far as the end of the Caesars in Roman history, and in the eighth grade, I am at the Punic Wars.

Dr. Steiner: Make an effort to get to Christianity and then do two months of German. Do Goethe and Schiller in the eighth grade.

[Dr. Steiner tells an anecdote about a child who is asked, “Who are Goethe and Schiller?” The child replies, “Oh, those are the two statues sitting on the piano at home.”]

You should teach German history differently in the eighth grade than in the seventh.

A teacher asks a question.

Dr. Steiner: The teachers should write essays for The Social Future. They should tell about their pedagogical experiences, in particular, of the children’s feelings. Modern pedagogical literature is absolutely worthless before Dittes. However, through such writings, we can make it more human.

A teacher: Should we form a ninth grade next year?

Dr. Steiner: A ninth grade is certainly desirable. The school regulations no longer apply then, and we can be quite free. The ninth grade will arise spontaneously out of the results of the eighth grade.

Dr. Steiner: We still have four months ahead of us after having finished five.

A teacher reports about mathematics and science instruction in the seventh and eighth grades.

Dr. Steiner: In eighth grade optics, you should teach only about refraction (lenses) and the spectrum. In teaching thermodynamics, teach only melting (thermometer), boiling, and the sources of heat. Then go into magnetism only briefly. In electricity, you will need to teach about static electricity. In mechanics, the lever and incline plane; and in aerodynamics, the lifting forces and air pressure. In chemistry, you should cover burning and how substances combine and separate. In the seventh grade, you should discuss optics and magnetism in more detail than in the eighth grade. You also need to cover the mechanics of solid bodies.

A teacher reports about the humanities in the seventh and eighth grades. There is a discussion about Goethe’s biography and also his Poetry and Truth, as well as Schiller’s Aesthetic Letters.

Dr. Steiner: I would recommend Herder’s Ideen zur Philosophie der Geschichte der Menschheit [Thoughts on the philosophy of human history], in which he presents the human being as a summation of all the other natural realms. World History should continue right up until the present.

A teacher speaks about the sixth grade.

A teacher speaks about the fifth grade. Much of the subject matter has not yet been taught.

Dr. Steiner: It is better to omit some material than to hurry. In teaching about human beings and animals, you should discuss the brain, the senses, the nerves, the muscles, and so forth.

A teacher asks about Latin letters and German grammar in the fourth grade.

Dr. Steiner: If you are to teach Latin handwriting, it is perhaps better to first develop German handwriting out of drawings and then develop characteristic Latin letters from the drawings. You can create sentences from poems, but do it in a kind way, don’t do it pedantically.

Two teachers speak about the second and third grades.

A teacher speaks about the first grade. E.S. has not returned since being deloused. Another question is asked regarding how to introduce letters.

Dr. Steiner: It would be best to first create the forms of the letters pictorially, and then to gradually move into the letters themselves. In general, you should concentrate.

A teacher reports about music and eurythmy, also tone eurythmy.

Dr. Steiner: We could send a flyer about the school regulations to all the parents every four weeks saying that eurythmy is a required class.

A teacher reports about foreign language instruction.

Dr. Steiner: In Latin, and in the languages generally, you should not have the children translate, but only freely speak about the content, about the meaning, so that you can see that they have understood. Otherwise, you would adversely affect the meaning of language.

In the upper grades, you will also need to teach the children something about the vowel shifts, thus coming back to the standpoint of English.

You should always pay strict attention that you teach the class, not just individuals. If one child occupies you for a longer period, then you should now and then ask questions of the others to keep them awake. Treat the class like a chorus.

A teacher reports about the instruction in social understanding.

Dr. Steiner: In the seventh and eighth grades, you could give them what is in Towards Social Renewal.

A teacher asks about the emotionally disturbed children.

Dr. Steiner: The remedial class is for those who have significant learning barriers. Those children are not in the normal class, and Dr. Schubert teaches them separately every day during that time.

A.B. has a strong tendency toward dementia praecox.

E.G. is disturbingly restless. You must often reprimand him, as otherwise he could develop dementia praecox by the age of fifteen. We have seven or eight children like that in the school.

A teacher reports about a student who stole something.

Dr. Steiner: With children who steal, it is good to have them remember scenes they experienced earlier. You should have them imagine things they experienced years before, for instance, with seven-year-olds, experiences they had when they were five, or with ten-year-olds, experiences they had when they were seven. You should also have them recall experiences from two weeks before. Things will then become better quickly. If you do nothing, these problems will become larger and develop into kleptomania.

In such cases, things that solidify the will are particularly effective, and recalling things that go back weeks, months, or years is particularly effective in firming the will.

In cases of kleptomania, it is also good to punish the children by having them sit for a quarter of an hour and hold their feet or toes with their hands. From the perspective of strengthening the will, that is something you can do against kleptomania.

There are also children who cannot remember, who on the next day can no longer remember what they did the day before. In that case, you must strengthen their capacity to remember by having them recall things in reverse order.

You still have the children say those phrases I once gave you as prayers for them, don’t you? “People gain strength for life through learning,” “I will pay attention to my thoughts and deeds” or “… and words.”

You can hardly strengthen memory other than by attempting to have the children imagine something backward, for instance, “the father reads in the book,” turned around to, “book the in reads father the,” so that they have a pictorial image of that. Or you can have them say the numbers 4, 6, 7, 3 in reverse order, 3, 7, 6, 4. Or perhaps the hardness scale, back and forth.

You also do not need to shy away from having the children repeat little poems that they have said word for word backward. They can also say the speech exercise backward. That is a technique you can use when memory is so weak.

There is some discussion about the scientific work done in the research institute.

Dr. Steiner: You should not dissipate your strengths. You should have friendly and neighborly relations with Dr. Rudolf Maier’s research institute.

There are complaints about the lack of discipline in the school.

Dr. Steiner: Mr. Baumann will give a class once a week about tact and morality, about essential tact and living habits, so that the children will realize that one thing is acceptable and another is misbehavior. The children’s thoughts should evoke a feeling for authority. That class will not be connected with the other instruction, but included in the afternoon classes.

There is further discussion about stealing.

Dr. Steiner: If we pay too much attention to individuals, that will undermine all discipline. In my opinion, with regard to stealing, we should not need to look at individual cases. We should, instead, arrange things so that the children avoid it.

A teacher: Should we arrange an Easter festival or a Festival for Youth for the children without a religious confession? Perhaps a spring festival?

Dr. Steiner: We can include the independent religious instruction students of the four upper grades in the celebration.

[German editor’s comment: The discussion here is not about the present Celebration for Youth, which was first initiated by Dr. Steiner at Easter in 1921.]

Dr. Steiner: It would be good to put the boys and girls together.

A teacher asks about the class for the emotionally disturbed children.

Dr. Steiner: We will include about ten children in the class for emotionally disturbed children that Dr. Schubert will give.

The children to be included in this class are discussed. The children A.S. and A.B. are mentioned several times.

Dr. Steiner: You will have to work with the children individually in this class. There is not much else that will be different, except that you will have to do everything more slowly.

A teacher: Should we have the children study Goethe’s “Heathrose”? It seems too erotic.

Dr. Steiner: “Heathrose” is not an erotic poem, but “I went into the forest …” certainly is.

A teacher: What should we do with the children in the continuation school?

Dr. Steiner: The main thing would be to concentrate upon practical and artistic subjects. The children should learn about practical things in life, about agriculture, commerce, industry, and trade. They should learn about the basic principles of business and accounting, and also continue their artistic, musical, and literature studies. Mr. Strakosch will take over that task. The children must learn to consider life as a school. You can remind them that from now on they will be taught by life. However, we should not rob them of their destiny.

Dr. Steiner: The teachers will understand their students better because each teacher will remain with his or her class. We must continue to work in this direction and use those things we discussed in the teachers’ seminar. When you can properly judge a child’s temperament, everything will come of itself. You should work toward reflecting the child’s temperament in the sound of your voice when you call the child.

The year-end report and a brochure are discussed.

Dr. Steiner: We should include something about the layout and plan of the school, as well as the curriculum, in the yearly report. We should also include something about the students and where they came from: 161 from elementary schools, 50 from middle schools, 64 from secondary schools, 12 beginning students—altogether, 287. And we should say something about the students’ religious affiliations.

Include something about the many volumes in the teachers’ library. Also, the collections and displays, but we should not discuss the individual collections, only provide a summary. Mention the students’ library, also.

Say something about eurythmy as a new subject. I would ask Mr. Baumann to report about that. We can also include something about handwork classes, perhaps including some remarks about the lack of industriousness. However, we should emphasize what is of lasting value.

The history of the school year should receive special treatment. Begin with the brochure. Later, however, we will replace the brochure with a report by a faculty member. For the present, we can simply include the brochure.

Each of you who wants to can write an autobiography to include in the yearly report. We should also have a description of each teacher, for example, what the teacher did before becoming a teacher. We can also include eulogies for those who died in the past year.

Often, we bring out things too strongly that belong behind the scenes.

A teacher remarks that Dr. Steiner’s leadership of the school should be emphasized.

Dr. Steiner: You can mention my courses and lectures as well as those that the teachers have given. We should also say something about the lecture series sponsored by the Waldorf-Astoria factory, although those lectures have less connection with the school than with the adult education school. Give a history of that school along with a list of lectures the teachers have held there. In fact, we should say something about the general educational activities at the factory. Mention also the activities and lectures by the teachers in the independent apprenticeship school, as well as the courses for social understanding given for young people. Say something about the archive also.

We need to have a separate section about the preparatory instruction for the Youth Festival. Actually, we need to discuss the activities of the Lutheran, Catholic and independent religious classes, but if we cannot have a special section for each of the religions, we should leave it out.

All the classes were then discussed. All the teachers gave a report about what they did in the course of the school year, how far they came, and what the state of the class was.

First, two teachers spoke about the main lessons in the first and second grades, and then a teacher spoke of the main lesson and foreign language in the third grade.

Dr. Steiner: In the foreign languages, you should not rely upon a dictionary and should not translate. You should also avoid giving the children the text in German. The best thing is to read the foreign language text first, and then to tell the children the content in your own words.

There is so much dust on the desks and dirt in the classrooms!

The teachers should collect information about psychological aspects, sort of an almanac about psychological abnormalities. It would be an almanac in a broad sense. From a spiritual scientific perspective, these things are quite obvious. You can talk about them, since many things have actually occurred.

Something interesting occurred today in the eighth grade. What was the boy’s name? He writes exactly like you do, Dr. Stein. He imitates your handwriting exactly. That is certainly an interesting thing. If someone has straight hair, he will learn the handwriting of the teachers. A child with curly hair would not have done that.

A teacher reports about the fourth grade. The children did not know anything about grammar, asking what it was.

Dr. Steiner: It would be good if, at the end of the main lesson, you had the children remember in reverse order everything they did that morning.

A teacher: What did you mean by the psychological “almanac”?

Dr. Steiner: It would be a collection for the faculty, and could be very important. You could include all kinds of interesting things. If you think about it, you can immediately find a barrelful of such things. Each teacher can take note of all the things observed. For the higher grades, you should provide information about what the children did not know when they came to us. You should describe the things the children were missing. If you could put that together for the first yearly report, I would be very grateful.

That the children asked, for instance, “What is German grammar?” is culturally significant. You should record observations of the children who entered the Waldorf School. You should note what the children forgot and what kinds of misbehavior they had. Then include things about the instruction. At the end of the collection, we could state that it is obvious that we did not completely realize our intentions with each of the grades in the course of the year, but only generally.

Two teachers report about the fifth and sixth grades.

Dr. Steiner: The children in the sixth grade write unbelievably horribly. They are really happy when they can write “lucky” with two “k”s. It is more important that they can write business letters and learn algebra than that they can spell “lucky” with two “k”s.

A teacher reports about the humanities in the seventh and eighth grades. It is difficult to complete the material for history. The children don’t know anything more than what they learned in religion class.

Dr. Steiner: In 1890, I went to the Goethe Archive in Weimar. The director, Mr. Suphan, had two boys and one of my tasks was to teach them. In that way, I gained some insight into the schools in Berlin. I have to admit that although history was well taught in Austria, you couldn’t detect that those children had learned any of it in Germany. Their textbooks contained nothing about it. There were thirty pages of introductory information from Adam to the Hohenzollern, then the history of the Hohenzollerns began. That is true of all Germany; there is really nothing appropriate in middle school history classes.

A teacher asks about Allah.

Dr. Steiner: It is difficult to describe that supersensible being. Mohammedism is the first manifestation of Ahriman, the first Ahrimanic revelation following the Mystery of Golgotha. Mohammed’s god, Allah, Eloha, is an Ahrimanic imitation or pale reflection of the Elohim, but comprehended monotheistically. Mohammed always refers to them as a unity. The Mohammedan culture is Ahrimanic, but the Islamic attitude is Luciferic.

A teacher: In the Templar records, a being by the name of Bafomet appears often. What is that?

Dr. Steiner: Bafomet is a being of the Ahrimanic world who appears to people when they are being tortured. That happens really cleverly, since they then bring a lot of visions back with them when they return to consciousness.

In 869 A.D., there was the Filioque Argument. History books say nothing about this, but you can read about it in Harnak’s “Dogmengeschichte” (History of dogma).

A teacher asks a question.

Dr. Steiner: The Catholic religious instruction is much further ahead, the Lutheran, very limited.

Compared to other biographies, the one on Goethe by the Jesuit priest Baumgartner is quite well written, though he complains a lot. Everything else is simply rubbish. The biography of Goethe by the Englishman Lewes is poor. Swiss folk calendar.

A teacher reports about the instruction in natural sciences in the 7th and eighth grades.

Dr. Steiner: You can interrupt the natural science instruction at any point.

The meeting continued on Saturday, June 12, 1920 at 3:00 p.m.