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We must not close our minds to the fact that the relations of man to his surroundings are far more complicated than the part of which we are always conscious. I have attempted to make clear to you from the most various angles the nature and significance of the unconscious and subconscious soul-processes. And it is especially important in the sphere of education, and of educational method, that man should be educated in a way suited not only to his consciousness, but also to his subconsciousness, to the subconscious and unconscious forces of his soul. In this sense, if we are to be true educators and teachers, we must enter into the subtleties of human nature.

We have learnt that there are three stages of human development traceable between the losing of the first teeth and puberty (seven to nine, nine to twelve, twelve to fourteen). We must realize that particularly in the last of these stages of life the subconscious plays a great part along with consciousness—a part which is significant for the whole future life of the individual.

I should like to make the position plain to you by approaching it from another angle.

Just think how many people to-day travel in electric trains without the ghost of a notion of the real nature of locomotion by electric rail. Just think how many people to-day see even a steam-engine, a railway-engine, steam past them, without any suspicion of the physical and mechanical processes involved in the motion of the steam-engine. But think further, in what relation, in view of such ignorance, we stand as human beings to the surroundings of which we even make a convenience. We live in a world produced by human beings, moulded by human thought, of which we make use, and which we do not understand in the least. This lack of comprehension for human creation, or for the results of human thought, is of great significance for the entire complexion of the human soul and spirit. In fact, people must benumb themselves to escape the realization of influences from this source.

It must always remain a matter of great satisfaction to see people from the so-called “better classes” enter a factory and feel thoroughly ill at ease. This is because they experience, like a shaft from their subconsciousness, the realization that they make use of all that is produced in the factory, and yet, as individuals, have not the slightest intimacy with the processes taking place there. They know nothing about it. When you notice the discomfiture of an inveterate cigarette smoker going into the Waldorf-Astoria tobacco factory without any idea of the process of manufacture to provide him with a cigarette, you can at least notice the satisfaction that human nature shows of being itself worried through its ignorance. And there is at least some pleasure in seeing people who are completely ignorant of the workings of an electric railway, get in and out of it with a slight feeling of discomfort. For this feeling of discomfort is at least the first glimmering of an improvement in attitude. The worst thing is participation in a world made by human heads and hands without bothering in the least about that world.

We can only fight against this attitude if we begin our fight as early as the last stage of the elementary school course, if we simply do not let the child of fifteen or sixteen leave school without at least a few elementary notions of the most important functions of the outside world. The child must leave with a craving to know, an insatiable curiosity about everything that goes on around him, and then convert this curiosity and craving for knowledge into further knowledge. We ought, therefore, to use the separate subjects of study towards the end of the school course as a social education of the individual in the most comprehensive sense, just as we employ geography on the lines already described as in a resume. That is, we should not neglect to introduce the child, on a basis of such physical, natural-history concepts as we can command, to the workings of at least the factory systems in his neighbourhood. The child should have acquired some general idea at fifteen and sixteen of the way a soap-factory or a spinning-mill is run. The problem will be, of course, to study things as economically as possible. It is always possible, if a comprehensive process is being studied, to arrange some kind of abbreviated epitome and very primitive demonstration of complicated processes. I think that Herr Molt [General Managing Director of the Waldorf-Astoria tobacco factory and founder of the Waldorf School as a school for the children of his employees.] will agree with me when I say that one could teach the child, in an economical fashion, the entire factory process for preparing cigarettes, from beginning to end, in a few short sentences. Such shortened instructions of certain branches of industry are of the very greatest benefit to children of twelve to fourteen, fifteen, and sixteen. If people at this age were to keep a kind of notebook containing: manufacture of soap, spinning, weaving, etc., it would be an excellent thing. There would be no immediate need to teach him mechanical or chemical technology, but if the child could keep such a notebook he would derive a great deal of benefit from it. Even if he lost the notebook the residue would be there. The individual, that is, would not only retain the knowledge of these things, but, most important of all, he would feel, in going about life and in his own vocation, that he once knew these things, that he once went into them. This influences him, as a matter of fact, and gives him the assurance with which he acts and the self-possession with which the individual effects a footing for himself in life. It is very important for the individual's will-power and his capacity to make decisions. In no profession will you get people with real initiative unless their relation to the world is instinct with the consciousness that, even about things which do not fall within their province, they once acquired a certain knowledge, however elementary. Whether they have remembered it or not, they have the residue, the traces. Granted, we learn a good deal in the average school. But there, in the object lesson, which so often degenerates into platitudes, the child learns many such things, but it probably happens that he does not retain the feeling that he went into a thing with pleasure and felt himself lucky. On the contrary, he feels: I have forgotten what I learnt about that, and a good thing, too. We should never be responsible for producing this feeling in a person. When, later, we go into business and other walks of life, innumerable recollections will flicker up from our subconsciousness if we have been taught in our childhood with the care which I have described. Life to-day is exclusively specialized. This specialization is really fearful, and the excess of it in practical life is chiefly due to the fact that we begin to specialize already at school.

The gist of these remarks might well be summarized as follows: All that the child learns during his school years should ultimately and in some way be so applied that he can everywhere trace its connections with practical human life. Very many features, indeed, which are unsocial to-day could be transformed into social ones if we, at least, could have glimpsed an insight into things not immediately connected with our occupation.

For example, certain things should really be respected by the outside world which are, in fact, respected in spheres still dominated by older, better, if perhaps rather atavistic principles of teaching. In this connection I should like to refer to a very remarkable phenomenon. When we, now elderly folk, went through the senior school in Austria, we had relatively good geometry and arithmetic textbooks. They have disappeared now. A few weeks ago I ransacked all the imaginable bookshops in Vienna to get older geometry books, because I wanted to see again, with my physical eyes, what gave us young fellows such joy in Vienna-Neustadt, for instance: when we got into the first or lowest class of the senior school the lads of the second class always used to come into the corridor the first day and yell: “Fialkowski, Fialkowski! You'll have to pay up tomorrow!” That is, as pupils of the first class we took over the Fialkowski geometry books from the boys of the second class and brought the money for them the next day. I have hunted up one of these Fialkowskis again, to my great joy, because it proves that geometry books written in this older tradition are really much better than the later ones. For the modern books which have replaced them are really quite horrible. The arithmetic and geometry books are very bad. But on thinking back only a little way and taking the generations before us as our models, there were better textbooks then. They nearly all came from the school of the Austrian Benedictines. The mathematics and geometry books had been written by the Benedictines and were very good ones, because the Benedictines are a Catholic order who take a great deal of care that their members receive a good education in geometry and mathematics. The Benedictine feeling in general is that it is really ludicrous for anyone to mount a pulpit and address the people unless he is familiar with geometry and mathematics.

This ideal of unity, inspiring the human soul, must pervade our teaching. In every vocation something of the whole world must be alive. In every vocation there must exist something of its very opposite, things which we believe are almost inapplicable to that vocation. People must be interested in more or less the opposite extreme of their own work. But they will only feel the desire to do this if they are taught as I have described.

It was, of course, just at the time in which materialism reached its final expansion, in the last third of the nineteenth century, and penetrated so deeply into our educational method, that specialization came to be considered very important. Do not imagine that the effect is to make the child idealistic if you avoid showing him in his last years at the school the relation of subjects of school study to practical life. Do not imagine that the child will be more idealistic later in life if, at this time, you let him write essays on all kinds of sentimentalism about the world, on the gentleness of the lamb, on the fierceness of the lion, and so on, on the omnipresence of God in nature. You do not make the child idealistic in this way. You will do far more, in fact, to cultivate idealism itself in the child if you do not approach it so directly, so crudely. What is the real reason why people have become so irreligious lately? Simply because preaching has been far, far too sentimental and abstract. That is why people have become so irreligious—because the Church has respected the divine commandments so little. For instance, there is, after all, a commandment: “Thou shalt not take the name of the Lord thy God in vain.” If people respect this and do not say “Jesus Christ” after every fifth sentence, or speak of “divine Providence,” accusations are immediately levelled against them by the so-called Church-minded people, by those who would be happiest hearing “Jesus Christ” and “God” in every sentence. The reverent surrender to the presence of the divine Immanence, which hesitates to be for ever saying “Lord, Lord,” is sometimes considered an irreligious attitude. And if human teaching is pervaded by this modest divine activity, not just a sentimental lip-service, you hear people say on all sides, because they have been wrongly educated: “Ah yes, he ought to speak far more than he does about Christianity.” This attitude, even in teaching, must be clearly kept in mind, and what the child learns at thirteen, fourteen, and fifteen must be given less of a sentimental turn; on the contrary, it must be directed into the channel of practical life. In fact, no child ought really to reach the age of fifteen without being led from arithmetic to a knowledge of the rules of at least the simplest forms of book-keeping. And in this way the principles of grammar and language-teaching should be applied instead of that form of essay which represents human mind by introducing phrases.

Yes, indeed, this “sort” of essay which children have to write between thirteen and sixteen, is often employed as a sort of improved edition of the mentality arising when men gather round their beer in the evening or women have their chitter-chatter at tea-time. Far more attention should be given to applying language teaching to the essay of a business type, to the business letter. And no child should pass the age of fifteen without taking a course of writing specimen practical business letters. Do not say that he can learn this later. Certainly, by overcoming great difficulties, he can learn it later, but the point is: not without overcoming these difficulties. You do the child a great kindness if you teach him to apply his grammar knowledge, his language knowledge, to essays of a business nature, to business letters. In our day there should really be no single individual who has not learnt to write a decent business letter. Certainly he may not have to apply this knowledge in later life, but there should not be one single individual who has not been at one time trained to write a respectable business letter. If the child has become satiated with sentimental idealism from thirteen to fifteen, he will later experience a revulsion from idealism and become a materialist. If, at this early age, he is introduced to the practical side of life, he will also retain a healthy relation to the ideal needs of the soul. But these will just be extinguished by senseless indulgence in them in early youth.

This is extremely important, and in this connection even certain externals, such as the division of subjects, might be of great significance. We shall have to make compromises, as you know, with regard to religious instruction, which will have the disadvantage that the religious element will not come in close connection with the other subjects. But even to-day, if the religious parties would make the same compromises from their side, much might be achieved by the close association of religious instruction with other subjects. If, for example, the teacher in religious instruction condescended now and then to take up some other aspect of study; if, for instance, he were to explain to the child, as an incidental part of his religious teaching, and connected with it, the steam-engine or something of a quite worldly nature, something having to do with astronomy, etc., the simple fact that the teacher of religion is doing this would make an extraordinary impression on the consciousness of the growing children. I am mentioning this extreme case because in the other subjects things must be noticed which unfortunately cannot in our case be observed in the course of religious instruction. We must not have to think, like pedants: Now teach geography, now history, and don't care two pins for anything else. No, we must remember, when explaining to the child that the word “sofa” came from the East during the Crusades, to find room for some explanation of the manufacture of sofas as part of the history teaching. Then we proceed to other more Western fashions of furniture and extract something quite new from the so-called “subject.” This will be a tremendous boon to the growing child, particularly from the point of view of method, for the reason that the transition from one subject to another, the association of one fact with another, has the most beneficent influence imaginable on the development of the spirit, the soul, and even the body. For one can say: A child to whose joy, in the middle of a history lesson, the teacher suddenly begins to talk about the manufacture of sofas, and perhaps from that goes on to discuss designs of Oriental carpets, all so that the child really has a survey of the whole topic, will have a better digestion than a child who simply has a geometry lesson after a French lesson. It will be healthier for the body, too. In this way we can organize the lessons inwardly according to the principles of hygiene. In these days, as it is, most people have all kinds of digestive troubles, bodily indispositions, which come about very often from our unnatural methods of teaching, because we cannot adjust our teaching to the demands of life. The most badly organized in this respect, of course, are (in Germany) the High Schools for Girls (höhere Töchterschulen). And if someone were to study some day, from the point of view of the history of civilization, the connection between women's illnesses and the educational methods used in the Girls' High Schools, it would form quite an interesting chapter. People's thoughts must be directed to things of this kind simply so that, when aware of much that has grown up recently, healthier conditions may be brought about. Above all, people must know that the human being is a complex being, and that the faculties which it is desired to cultivate in him must often be prepared beforehand.

If you want children to gather round you so that you can convey to them in profoundly religious feeling the glory of the divine powers in the world, and you do it with children who come just anyhow from anywhere, you will see that what you say goes in at one ear and out at the other without touching their feelings. But if, after the children have written business letters in the morning, you have them back again in the afternoon and try to regain what was in their subconsciousness while writing the business letters and you then try to instil religious ideas into them, you will be successful, for you yourself will then have created an atmosphere which craves for its antithesis. Seriously, I am not making these proposals to you from the point of view of abstract didactic method, but because they are of enormous importance for life. I should like to know who has not discovered in the world outside how much unnecessary work is done. Business people will always agree if you say: “Take a person employed in some business; he is told to write a business letter to some branch connected with the firm or to people who are to take a matter in hand. He writes a letter; an answer is received. Then another letter has to be written and another answer received, and so on. It is particularly in business life a very deep-seated evil that time is wasted in this way.” The fact simply is, that by this means public life is carried on with colossal extravagance. It is noticeable, too. For if, with nothing but ordinary sound human intelligence and common sense to your credit, you get hold of a modern duplicating book and carbon-copy belonging to a business, you literally endure agonies. And this is not in any way because you feel disinclined to show sympathy for the jargon of words or dislike the interests represented there, but you experience agonies of exasperation that things are written down as un-practically as possible, when the copy-book in question could be reduced to at least a quarter of its size. And this is simply and solely because the last year of elementary school teaching is not suitably organized. For the loss during this year cannot be made good in later life without almost invincible difficulties. You cannot even repair in the continuation schools (Fortbildungsschule) the omissions of this period because the powers which develop in it become choked as with sand and are no longer active later on. You have to reckon with these powers if you wish to be certain that a person will not just superficially concoct a letter with half his mind on it, but that he will have his mind on the work and will draw up a letter with discretion and foresight.

The point in the first stage, when the child comes to school until he is nine, is that we should be well grounded in human nature and that we should educate and teach entirely from that point of view; from thirteen to fifteen the point in drawing up the time-table is that as teachers and instructors we should be rooted in life, that we should have an interest in and a sympathy for life. I had to say all this to you before going on to the ideal time-table, to compare it with time-tables which will concern your teaching as well, because, of course, we are surrounded on all sides by the outside world and its organization.

If you were to look back at the time-tables which were issued fifty or sixty years ago, you would see that they were comparatively short. A few short sentences summarized the ground to be covered in every school year in the different subjects. The time-tables were at the most two or three or four pages long—all the rest in those days was left to the actual process of teaching itself, for this out of its own powers should stimulate teachers to do the part left to them by the curricula. To-day things are different. To-day the syllabus for the schools has more and more increased. The Official Gazette has become a collection of books. And in this book there is not only a suggestion of what is required, but there are all kinds of instructions as to how things should be taught at school. That is, in the last decades people were on the way to letting State legislation swallow up the theory of education. And perhaps it is an ideal of many a legislator gradually to issue as “Official Publication,” as “Decrees and Regulations” all the material formerly contained in old literary works on pedagogy. The Socialist leaders quite definitely feel this subconscious impulse—however ashamed they may be to admit it; their ideal is to introduce in the form of decrees what was until recently common spiritual property even in the sphere of education.

For this reason those of us here who wish to preserve the educational and teaching system from the collapse which has overtaken it under Lenin—and which might overtake Central Europe—must approach the curriculum with a quite different understanding from that in which the ordinary teacher approaches the Official Gazette. This, even in the days of the monarchy and in the days of ordinary democratic Parliamentarianism, he has solemnly studied, but he will study it with feelings of greater obedience if it is sent to his house by his Dictator-Comrades. The potential tyranny of socialism would be felt quite particularly in the sphere of teaching and education. We have had to approach the curriculum differently.

That is, it has been incumbent on us to approach this curriculum with an attitude of mind which enabled us really to create it for ourselves at every turn, so that we learnt to tell the needs of all children at any age. Let us put side by side this ideal curriculum and the curriculum at present in use in other schools of Central Europe. This we shall do and we shall have prepared ourselves thoroughly for this estimate if we have really assimilated into our feelings all that we should absorb on the way to an understanding of a curriculum.

Here, again, is a very important aspect which is falsely estimated in these days in official pedagogy. I concluded my last lecture¹ with a direct talk on the “Morality of Educational Theory;” the moral tendencies which must be the basis of all pedagogy. It will only result in the practice of teaching if the many examples given in modern books on didactics are ignored. These speak of “object lessons.” They are quite sound, and we have referred to the way in which they should be conducted. But we have constantly had to emphasize the fact that these object lessons should never become trivial, that they should never exceed a certain limit. This eternal cross-questioning of the child on self-evident things in the form of object lessons simply extends a pall of weariness over the whole of teaching, and this should not be. And it robs teaching of precisely what I emphasized at the end of my last lecture² as so necessary: the cultivation of the child's imaginative faculty or the faculty of fantasy. If, for the sake of giving an object lesson, you discuss with the children the shape of any cooking utensil you like to choose, you undermine his imagination. If you describe the shape or origin of a Greek vase, you may do more for his understanding of what he finds around him in daily life. Object lessons, as given to-day, literally stifle the imagination. And you do not do amiss in teaching if you simply remember to leave many things unspoken, so that the child is induced to continue working with his own soul-force on what he has learnt in the lesson. It is not at all a good thing to want to explain everything down to the last dot on the “i.” The child simply leaves the school feeling that he has learnt everything already, and looking out for other things to do. Whereas if you have sown his imagination with seeds of life he remains fascinated by what the lesson offered him and is less ready to be distracted. That our children to-day are such rough tomboys is simply due to the fact that we go in for far too much false object teaching and too little training of the will and the feelings.

But in still another respect we really need to identify ourselves quite inwardly in our souls with the curriculum.

When you receive a child in the first years at the elementary school he is quite a different being from the same child in the last years of the school course. In his first years he is still very much immersed in his body, he is still very much part of his body. When the child leaves school you must have enabled him to cling no longer to his body with all the fibres of his soul, but to be independent of his body in thinking, feeling, and willing. Try to penetrate rather more deeply into the nature of the growing being and you will find, relatively speaking, particularly when the children have not been spoilt in their very first years, that they still have very sound instincts. They have then not acquired the craving to stuff themselves with sweets and so on. They still have certain sound instincts with regard to their food, as, of course, the animal too, because he is still very much dominated by his body, has very good instincts in the matter of his own nourishment. The animal, just because he is limited to his body, avoids what is hurtful to him. The animal world is not likely to be overrun by any evil like the spreading of alcoholic consumption in the human world. The spread of evils such as alcohol is due to the fact that man is so much a spiritual being that he can become independent of his bodily nature. For physical nature, in its reasonableness, is never tempted to become alcoholic, for instance. Comparatively sound food instincts are active in the first years at school. These cease in the interests of human development with the last years of school life. When puberty comes upon the individual he loses his food-instincts; he must find in his reason a substitute for his earlier instincts. That is why you can still intercept, as it were, the last manifestations of the food and health instincts in the last school years of the growing being. Here you can still steal a march on the last manifestations of the sound food-instincts, of the instinct of growth, etc. Later you can no longer find an inner feeling for the right care of food and health. That is why particularly the last years of the elementary school course should include instruction in nourishment and the care of personal health. Precisely in this connection object lessons should be given. For these object lessons can reinforce the fantasy or imagination quite considerably. Put before the child three different substances; place these before him, or remind him of them, for he has, of course, already seen them: any substance which is composed primarily of starch or sugar, a substance composed primarily of fat, a substance composed primarily of albumen. The child knows these. But remind him that the human body owes its activity primarily to these three constituents. From this explain to him in his last years of school the secrets of nutrition. Then give him an accurate description of the breathing and enlarge on every aspect of nutrition and breathing connected with the care of personal health. You will gain an enormous amount in your education and teaching if you undertake this instruction precisely in these years. At this stage you are just in time to intercept the last instinctive manifestations of the health and food instincts. That is why you can teach the child in these years about the conditions of nutrition and health without making him egoistic for the rest of his life. It is still natural to him to satisfy instinctively the conditions of health and nutrition. That is why he can be talked to about these things and why they still strike a chord in the natural life of the human being and so do not make him egoistical. If the children are not taught in these years about matters of nutrition and health they will have to inform themselves later from reading or from other people. What the child learns later, after puberty, about matters of nutrition and health, makes him egoistic. It cannot but produce egoism. If you read about nutrition in physiology, if you read a synopsis of rules about the care of the health, in the very nature of the case this information makes you more egoistic than you were before. This egoism, which continually proceeds from a rationalized knowledge of how to take personal care of oneself, has to be combated by morality. If we had not to care for ourselves physically we should not need to have a morality of the soul. But the human being is less exposed to the dangers of egoism in later life if he is instructed in nutrition and health in his last years at the elementary school, where the teaching is concerned with questions of nutrition and health rules, and not with egoism—but with what is natural to man.

You see what very far-reaching problems of life are involved in teaching a particular thing at the right moment. You really provide for the whole of his life if you teach a child what is right at his particular age. Of course, if one could imbue children of seven or eight with precepts of nutrition, with precepts of health, that would be the best way of all. They would then absorb these rules of nutrition and health in the most unegoistic way, for they are hardly aware at that moment that the rules refer to themselves. They would see themselves as objects, not as subjects. But they cannot understand it so early. Their power of judgement is not yet sufficiently developed to be able to understand it. For this reason you cannot take rules for nutrition and health at this age, and you must save them up for the last school years, when the fire of the inner instinct of food and health is already dying down, and when, in contrast to these dying instincts, there has already emerged the power to comprehend what comes into consideration. At every turn it is possible to intermingle for the older children some reference to rules of health and nutrition. In natural history, in physics, in the lessons which expand geography to its full scope, even in history lessons, every moment lends itself to an opportunity of instruction in dietetics and health. You will see from this that we do not need to accept it as a subject in the school time-table, but that much of our teaching must contain such vitality that it absorbs this with it. If we have a right feeling for what the child is to learn—then the child himself, or the community of children in school, will remind us every day of what we have to introduce into the rest of our teaching. And for this purpose we have to cultivate and practise, because we are teachers, a certain alertness of mind. If we are drilled as specialists in geography or history we shall not develop this mental alertness, for then we are exclusively concerned, from the beginning of the history lesson to the end of the history lesson, with teaching history. And then there can come into play those extraordinarily unnatural conditions whose injurious effects on life are not by any means fully appreciated.

It is profoundly true that we do the human being a service, and one that discourages his egoism, when we teach him the rules of dietetics and health, as I have explained, in the last years at the elementary school.

But here, too, it is possible to refer to many aspects which permeate the whole of teaching with feeling. And if you attach a certain amount of feeling to every step of your teaching, the results at which you are aiming will persist throughout life. But if in the last years at the elementary school you only teach things of interest to the reason, to the intellect, very little lasting impression will be made. You will have to permeate your own self with feeling whenever you give something to the children in the years from twelve to fourteen. You must try to teach, not only graphically, but with vivid feeling, geography, history, natural history, in the last school years. Imagination or fantasy is not enough without feeling.

Now in actual fact the curriculum for the elementary school (aged seven to fourteen) falls into three distinct periods which we have traced: first, up to nine years of age, when we introduce to the growing child chiefly conventionalities, writing, reading; then up to twelve, when we introduce to him the uses of this conventionality, and on the other hand to all learning based on the individual power of judgement. And you have seen that into this school period we put the study of animals, and nature-study, because the individual at this stage still has a certain instinctive feeling for the relationships here involved. I laid down lines for you on which to develop, from the cuttle-fish, the mouse, the lamb, and the human being, a feeling of the relationship of man with the whole of the world of nature. We have taken great pains, too—and I hope not in vain, for they will flower and come to fruition in the teaching of botany—to develop man's relation to the plant world. These ideas of things must be rooted in feeling during the middle period of the elementary school course, when the instincts are still alive to this feeling of intimacy with the animals, with the plants, and when, after all, even if the experience never emerges into the ordinary light of reasoning consciousness, the child feels himself now a cat, now a wolf, now a lion or an eagle. This identification of oneself now with one animal, now with the other, only occurs up to about the age of nine. Before this age it is even more profound, but it cannot be used, because the power to grasp it consciously is non-existent. If children are very precocious and talk a great deal about themselves when they are still only four or five, their comparisons of themselves with the eagle, with the mouse, etc., are very common indeed. But if we start at the ninth year to teach natural history on the lines I have suggested, we come upon a good deal of the child's instinctive feeling of relationship with animals. Later this instinctive feeling ripens into a feeling of relationship with the plant world. Therefore, first of all the natural history of the animal kingdom, then the natural history of the plant kingdom. We leave the minerals till the last because they require almost exclusively the power of judgement. So it is in accordance with human nature to arrange the curriculum as I have suggested. The intermediate school period, from eight to eleven, presents a fine balance between the instincts and the powers of discernment. We can always assume that the child will respond intelligently if we rely on a certain instinctive understanding, if we are not—especially in natural history and botany—too obvious. We must avoid drawing external analogies particularly with the plant world, for that is really contrary to natural feeling. Natural feeling is itself predisposed to seek psychic qualities in plants; not the external physical form of man in this tree or that, but soul-relations such as we tried to discover in the plant system.³

And the actual power of discernment, the rational, intellectual comprehension of the human being which can be relied on, belongs to the last school period. For this reason we employ precisely the twelfth year in the child's life, when he is gravitating in the direction of the power of discernment, for merging this power of judgement in the activities still partly prompted by instinct, but already very thickly overlaid with discerning power. These are, as it were, the twilight instincts of the soul, which we must overcome by the power of judgement.

At this stage it must be remembered that man has an instinct for gain, for profiteering, for the principle of discount, etc., which appeals to the instincts. But we must be sure to impose the power of discernment very forcibly upon this, and consequently we must use this stage of development for studying the relations existing between calculation and the circulation of commodities and finance, that is, for doing percentage sums, interest sums, discount sums, etc.

It is very important not to give the child these ideas too late, for that would really be appealing to his egoism. We are not yet reckoning on his egoism if we teach him at about the age of twelve to grasp to some extent the principle of promissory notes and so on, commercial calculations, etc. Actual book-keeping could be studied later; this already requires more intelligence. But it is very important to bring out these ideas at this stage. For the inner selfish appetite for interest, bills of exchange, promissory notes, and so on, is not yet awake in the child at this tender age. These things are more serious in the commercial schools when he is older.

You must absorb these facts quite completely into your being as instructors, as teachers. Try not to do too much, whatever your inclination may be, let us say, in describing plants. Try to teach about plants so that a great deal is left to the child's imagination, that the child can still imagine for himself, in terms of his own feeling, the psychic relations prevailing between the human soul and the plant world. The person who enthuses too freely on object lessons does not know that there are things to be taught which cannot be studied externally. And when people try to teach the child by object lessons things which ought only to be taught through moral influence and through the feelings, this very object teaching does him harm. We must never forget, you see, that mere observation and illustration are a very pronounced by-product of the materialistic spirit of our age. Naturally, observation must be cultivated in its proper place, but you must not apply the method when it would only spoil the intimate relation between the child and the world in the sphere of his imaginative mind.

• 1. See Allgemeine Menschenkunde als Grundlage der Pädagogik, Lecture 14.
• 2. Ibid.
• 3. See The Art of Education (“Erziehungskunst”), No. 7; Rudolf Steiner, The Training of Teachers (“Pädagogisches Seminar”).

In the observations we are making here we have to enter more and more into the history of the age and see how cosmic forces work into the evolution of the present time and form the foundations of our human life. You have seen from our discussions yesterday that it becomes increasingly necessary to transform the rigid, abstract concepts one is accustomed to at present into flowing, mobile, living concepts if mankind is to progress. A special light is thrown upon all the facts in question by that soul force we call intelligence. The man of the present is particularly proud of his intelligence. He considers the gradual acquisition of intelligence a special mark of distinction.

If man today looks back into earlier epochs when people had pictorial thoughts, he considers their constitution of spirit and soul in that time childlike. He believes that only through his intelligence and his science can one acquire a correct knowledge of what people in earlier periods of evolution tried to comprehend through myths and legends. He looks back to those childlike stages of evolution and is very proud of having come so far, especially in the development of intelligence. Now let us consider the special characteristics of human intelligence, that soul force in which modern man takes such pride. If we speak today of intelligence we refer to a soul force of which we have a definite concept and cannot imagine it to be different. People of former epochs, however, also had intelligence, but of a different sort. If we wish to become fully acquainted with the significance of so-called intelligence for modern man, we must ask: What was the nature of former intelligence, and how did it gradually change into the intelligence of our time?

Today we shall not go back further than the third post Atlantean period, the Egypto-Chaldean, followed by the Greco-Latin, which in turn was followed by our own. We shall consider the peculiarity of the intelligence of these ancient peoples and then pass over to the special kind of intelligence that we of the fifth post-Atlantean epoch possess. You see from this that I assume it is not correct to think intelligence is intelligence, that only one kind is possible; that whoever has our intelligence is intelligent, and whoever does not have it is un-intelligent. This is not correct. Intelligence passes through metamorphoses and transforms itself. In the Egypto-Chaldean period it was different from today. This can best be described by saying, those people felt and comprehended instinctively, through their intelligence, their relationship to the entire cosmos. The Egyptians and Chaldeans thought very little, or not at all, about what modern man thinks by means of his intelligence. When they brought their intelligence into play their connection with the cosmos lived in it. They knew their relationship to this or that zodiacal constellation; they knew what kind of influence moon, sun, and planets had upon man's soul and bodily constitutions. They knew the influence of the course of the seasons upon him. All this they grasped through their intelligence. They acquired an entirely inward picture of their relationship with the cosmos.

This intelligence had become transformed by the time the Egypto-Chaldean period came to an end in the eighth century B.C. The connection with the cosmos was no longer the vital experience it had been prior to this time. It lived like an echo, a kind of memory in human souls. In its place there entered into the Greek intelligence man's reflecting on himself as an earth dweller, how he is related to the cosmos. But the Greek had a certain feeling in using his intelligence. He understood everything of the earthly world that is subject to death. He knew that if he wanted to comprehend the supersensible he had to turn to that power of perception which still existed atavistically in the pre-Christian era. Through reflection, through intelligence, he learned to know the laws which underlie all that dies on earth. Said the pupils of Plato: “If I want to understand the living I must see; by merely thinking I only grasp what is dead.”

In the Greek mystery schools something quite definite in this connection was explained. It was about like this: Everything is spiritual; spiritual processes and laws also underlie what seems to be material. There are spiritual laws that concern you in so far as you have a body. When you pass through the portal of death your body is delivered to the material powers and substances of the earth. But these powers and substances are only apparently material. They too are spiritual, but they are permeated by that spiritual force which appears to you as death. If with your intelligence you grasp any kind of laws, you see that these are the laws of death. They are the laws that are active in graves, in corpses. If you want to know the nature of the spiritual powers in which you live here on earth, or in the body-free state between death and a new birth—thus spoke the mystery teacher to his pupils—then you must be convinced of that which you see. If you are not so convinced, concepts and ideas developed only through your intelligence will merely grasp the spirit in matter, in your physical body.

Whereas the Egypto-Chaldean felt and perceived in his intelligence his relationship to the entire cosmos, the Greek perceived through his intelligence what governs the tomb. We, too, only perceive through our intelligence what governs the tomb; however, we are not conscious of it. So, we go to the dissecting laboratories, investigate the corpse, and consider the laws of the corpse that we grasp through our intelligence to be the laws of man. Yet, they are only the laws of the grave.

But again, since the middle of the fifteenth century, a gradual transformation of intelligence is taking place. Although it is still very much like that of the Greeks it is undergoing a transformation, and we are in the beginning of it. In the coming centuries and millennia this intelligence will become something very, very different. Even today it shows a tendency toward what will come in future, a tendency merely to grasp what is error, untruth, deception; a tendency to ponder only what is evil.

The mystery pupils and especially the initiates had known for some time that human intelligence approaches its development toward evil, and that it becomes more and more impossible to recognize the good through mere intelligence. Mankind finds itself today within this transition. We may say, it is still barely possible, if men exert their intelligence and do not bear especially wild instincts in themselves, to look toward the light of what is good. But human intelligence will more and more develop the inclination to plan evil, to bring error into knowledge, and insert evil into man's moral life.

This is one of the reasons initiates called themselves men of anxiety. Indeed, if one observes the evolution of mankind from this aspect as I have just done, it causes anxiety, precisely because of the way intelligence is developing. It is not for nothing that it fills modern man with pride and haughtiness. This is the pre-taste of intelligence becoming evil in the fifth post-Atlantean age, which is beginning now. If man were not to develop anything else but intelligence he would become an evil being on earth. If we want to think of a wholesome future for mankind, we must not count on the one-sided development of intelligence. In Egypt and Chaldea, it was good; later it entered into a relationship with the forces of death; and it will enter into a relationship with the forces of error, deception, and evil.

This is something about which mankind should have no illusions. In an unbiased fashion humanity should reckon with the fact that it has to protect itself against this one-sided development of intelligence. It is not in vain that precisely through the anthroposophically oriented science of the spirit another element will be added by taking in what can be gained through a renewed perception of the spiritual world. This cannot be grasped by intelligence, but only if we take into ourselves what the science of initiation brings down from the spiritual world through vision.

But something quite objective is necessary here. At this point we confront a deep secret of Christian-esoteric development. If the Mystery of Golgotha had not taken place in the course of earth evolution human beings could not avoid gradually becoming evil through their intelligence; inevitably they would fall prey to error. You know that with the Mystery of Golgotha there flowed into mankind's evolution not merely a doctrine, a theory, a world view, a religion, but a real fact. In the man Jesus of Nazareth there lived the extraterrestrial being, the Christ. Through the fact that the Christ dwelt in Jesus of Nazareth, when Jesus died the Christ-being passed over into earthly evolution. He is within it. We must only be conscious that this is an objective fact which has nothing to do with what we know or feel subjectively. We must know it for the sake of knowledge; we must take it up into our ethical culture for the sake of our morality. The Christ-being has flowed into mankind's evolution. He is within it since the resurrection. He dwells especially in our soul forces. Take this fact in its full depth!

Look at the difference between men who lived before the Mystery of Golgotha and those who lived after it. Certainly they are the same people, because souls pass through repeated earth lives. But we must differentiate between those who lived before this Mystery and those who lived after it. A general concept of God is not the Christ concept. We can arrive at a general concept of God if we observe nature in her phenomena, if we observe physical man, externally. The Christ-being is of such a nature that we can only come near it if, in the course of earthly life, we uncover something in ourselves. We can find the general concept of God by simply saying: We have come into existence out of the forces of the world. The Christ concept we must find in ourselves by advancing beyond the phenomena in nature. If, living in the world, we do not find the concept of God, this is a kind of sickness. A healthy human being is never really atheistic. If he is, he must be bodily or psychically sick in some way, and the illness expresses itself in atheism.

To be unable to recognize the Christ is not an illness but a misfortune, the neglecting of an opportunity offered by life. By reflecting upon our having been born out of nature and its forces, and pursuing this thought with a healthy soul, we may arrive at a concept of God. By experiencing in the course of our life something like a re-birth we may arrive at a concept of Christ. Birth leads to God; re-birth to Christ. This re-birth, through which Christ as a Being may be found in man, could not be attained prior to the Mystery of Golgotha. This is the difference upon which I wish you to focus your attention. Prior to the Mystery of Golgotha man could not yet experience this re-birth, could not yet recognize that Christ lives in him, because the Christ being had not yet flowed into mankind. After the Mystery of Golgotha man can recognize Him. He can find the spark of Christ in himself if he exerts himself in the way he lives.

In this re-birth, this finding of the Christ-spark in oneself, in being able to say sincerely and honestly to oneself, “Not I but the Christ in me,” lies the possibility of preventing the intellect from falling prey to deception and evil. And this, in the esoteric Christian sense, is the higher concept of redemption. We must develop our intelligence, for we must not become un-intelligent; but in striving to develop it we are faced with the temptation to fall into error and evil. We can escape this temptation only if we acquire a feeling for what the Mystery of Golgotha has brought into mankind's evolution.

It is already so, that man in his consciousness of Christ, in his union with Christ, can find the possibility of escaping evil and error. The man of Egypt and Chaldea did not need re-birth in Christ because he still felt his relationship with the cosmos through his natural intelligence. The Greek faced the seriousness of death when he surrendered to his intelligence. Now mankind lives at the beginning of an age in which intelligence would become evil if human souls would not let themselves be permeated by the Christ-power. This is a very serious matter. It shows how certain things that proclaim themselves in our time have to be taken; how we have to be aware that in our age men acquire the aptitude for evil precisely because they approach a higher development of their intelligence. It would of course be entirely wrong to believe that we should suppress intelligence. It must not be suppressed. But for the person with insight a certain courage will be needed in future in surrendering to intelligence, because it tempts one to evil and error; and because, in the permeation of intelligence with the Christ-principle, we must find the possibility of transforming intelligence. It would become completely Ahrimanic if the Christ-principle were not to permeate human souls.

You see how much of what I have just characterized is already coming to light, which is perceptible to a person with insight. As you think about it, just notice how many cruelties permeate our culture, cruelties with which the cruelties of barbarian times cannot be compared. If you consider this you will hardly doubt that the dawn of the decline in intelligence is proclaiming itself. One should not look superficially at the so-called cultural phenomena of our age. Nor should one doubt that modern men have to arouse themselves to a real comprehension of the Christ-impulse if evolution is to go forward in a healthy way. Two evidences of this can be definitely seen today: People who are very intelligent and have a decided inclination toward evil; and many others who subconsciously suppress but do not fight this inclination toward evil, merely letting their intelligence sleep. Drowsiness of the soul; or, with wakeful souls, a strong inclination toward evil and error—this may be observed at present.

Now remember what I said to you here one evening before my last journey, how different children are who were born within the last five to eight years, from those born some decades earlier. They have a trace of melancholy in their faces which is clearly discernible. This comes from the fact that souls today do not gladly descend into this world so filled with materialism. One might say that the souls have a certain fear and reluctance to enter the world in which intelligence is inclined toward evil and is in a declining development.

This also is something future educators and teachers must take into their consciousness. Children today are different from those of some decades ago. Even superficial observation shows this clearly. One has to educate and teach them differently from previous times. One must teach out of awareness that one has to bring about a salvation in the case of every individual child; that one has to steer him toward finding the Christ-impulse in the course of his life, toward finding a re-birth within himself.

Such things must not live in the teacher as mere theory; they can be introduced into one's teaching only if one is strongly taken hold of by them in one's own soul. It must be demanded of teachers especially that their souls be strongly gripped by the anxiety that arises in confronting the temptation the intellect offers. The pride that man takes today in his intellect might indeed take its revenge if it were not checked by his being consciously able to say, strongly and energetically, “The best in me as a human being of this and following incarnations is what I find in myself as the Christ-impulse.”

We must, however, be clear that this Christ-impulse must not be the dogmatism of some religious body. Since the middle of the fifteenth century religious communities, instead of bringing the Christ-impulse close to mankind, have contributed to its alienation. The religious bodies pretend this or that, but in doing so they do not bring the Christ-impulse near to man. It is necessary for a person to feel that everything in relation to the Mystery of Golgotha which can reveal itself to his inmost being is connected with what has come into the earth through that Mystery. If we experience the true meaning of the earth as inherent in that Mystery, then we must bring ourselves to say: The evolution of the earth would be meaningless if man were to fall prey through his intelligence to evil and error. Thus, if we feel wherein the real meaning of earth evolution actually lies, we also feel that this evolution would be senseless without the Mystery of Golgotha.

We must permeate ourselves through and through with this conviction if, today and in future, we wish to do something toward man's education and instruction. We require these comprehensive points of view. But you know how far people are today from such views. Therefore, nothing is more necessary than to point again and again not only to the importance of spiritual scientific teaching, but to the seriousness that must take hold of our souls through our learning to know through spiritual science the pertinent facts in the evolution of mankind. For not only our knowledge but our whole life is to receive an impulse through spiritual science. Without our feeling this seriousness we are not true scientists of the spirit.

I beg you to pay close attention to this particular revelation out of spiritual science: That human intelligence, left to itself, travels on the path toward the Ahrimanic; that it can become active for the good only through taking in the true Christ-impulse. I believe that whoever takes the full seriousness of this truth into himself will also carry the same seriousness into the relationship he forms to the various world concepts and movements of the present time. Here there is much to be done.

People who have recently come from the East of Europe tell with great horror of a fact that indeed does not testify to an advance on the path toward civilization. I refer to the coming into existence of the so-called “gun-women.” This is a special class of people, women of the East-European population, who are being used in the present revolutionary movements. In certain regions of the East young women are chosen and equipped with guns left over from the war, and their task is to shoot those people who are opposing the government in power. These female gunmen are dressed up in stolen finery and take their pleasure in carrying guns and shooting people. They consider it to be in tune with modern attitudes to brag about the fine feeling they have gradually acquired for the way the blood of young people spurts out, and how the blood of older people looks. In truth, we have arrived at a quite special configuration of our modern civilization! For the institution of gun-women is a development of the present age.

We have to point to such phenomena. They make us see the counterpart of the seriousness of our age. Of course, we need not know of these abominable excesses in our so-called progressive culture in order really to feel this seriousness which calls upon us for devoted attention to it at the present time. Such seriousness arises in us out of knowing the evolution of mankind itself. One could wish that the sleep which has taken hold of modern man may pass over into an awakening. The most worthy awakening can only consist in being gripped by the earnestness of the task given to humanity, and by seeing the danger of the intellect being one-sidedly left to itself and moving in an Ahrimanic direction. This should be the force permeating us with such earnestness.

Some of our friends have asked me to speak about language while I am here in Stuttgart. At such short notice and with our limited time, this will have to be rather sketchy, certainly more so than with our scientific course. And you will have to have even more forbearance than you did for my remarks on “light,” because what I say about language will simply be improvised. All I can do is to give you a few useful suggestions for your teaching here in the Waldorf School and also for teaching in general.

Perhaps we can find what we're after by first looking at some elements of language from an historical standpoint. Whatever I can bring together somewhat loosely today will be an introduction to further discussion during the rest of the time.

We can see especially in German how the development of a people’s language expresses also the development of its soul life. We must keep clearly in mind, however, that the relationship of individuals to their own language varies from century to century. The further we go back in the history of a people, the more life we find in everything pertaining to language, within the forces of the human soul as well as in the pliant forces of the human body. I have often been aware of this; you will find as you go through my books a quite conscious attempt to use terms of Germanic derivation, even in philosophical matters.¹ This is frowned upon by many of my detractors, who condemn exactly what has been done very consciously with languages in my books. It is extremely difficult nowadays to find in German the inner, living forces able to continue forming the language. It is particularly difficult to find semantic correspondences by picking up some little-used word or extending the forms of a common one, as for instance I tried to do with the word kraften [The German noun Kraft ‘force, strength’ has only its corresponding adjective kraftig ‘strong, robust’. Rudolf Steiner invented the corresponding verb kraften ‘to work actively, forcefully’ and the verbal noun das Kraften ‘actively working force or strength’.] I tried with this to put action into what is usually expressed more passively. Other words I have also attempted, but—only one century since Goethe—it is already difficult to coin the far-reaching new words that will express precisely what we are trying to incorporate into our age as a new kind of thinking. We can hardly remember that the word Bildung ‘education, training, formation’ goes back no further than the time of Goethe (1749–1832). Before that, there existed no educated (gebildete) people in Germany. That is, we did not speak of someone as ein gebildeter Mensch ‘a person of culture, well-educated’. Even in the second half of the eighteenth century the German language had still kept a strong, sculptural vitality, so that it was possible to form such words as Bildung or even Weltanschauung ‘world view’, a term that also appeared after Goethe’s time. One is indeed very fortunate to live in a language milieu that permits such new formations. This good fortune is evident when one’s books are translated into French, English, and other languages and one hears about the difficulties. Translators are working by the sweat of their brow as best they can, but always, when a person finishes something, another finds it horrible and no one else finds it any good. When you go into the matter more closely, it's clear that many things in my books simply can't be said in the same way in another language. I tell people: In German everything and anything is right; you can put the subject first or in the middle or at the end of the sentence—it will be more or less correct. The pedantic, dogmatic rule that something absolutely can't be said in a certain way does not yet exist in German as it does in the western languages. Imagine what we have come to when we're limited to stereotyped expressions! People cannot yet think as individuals but only in a sort of group spirit about the things they want to communicate to others. That is pre-eminently the case with the people of the western civilizations: They think in stereotyped phrases.

Actually, the German language in particular shows that what I would like to call the GENIUS OF LANGUAGE has gradually become rigid, and that German in our time is also approaching the state where we can't escape the stereotyped phrases. This was not so in Goethe’s time and even less so in earlier ages. It is part of the picture of the whole language development in Central Europe.

Not so long ago this Central Europe, stretching far to the East, was still inhabited by a primitive people with great spiritual gifts but with a relatively simple outward culture, one that evolved substantially from trade and the economic life. Then roundabout, by way of the East Germanic tribes at first, much of the spiritual culture of Greece was absorbed. Through this, a great many Greek words entered the Germanic languages of Central Europe that later became modern German. During the centuries when Christianity spread from the South to the North, its concepts, ideas, and images brought along an enormous quantity of vocabulary, because the Germanic tribes had no available expressions in their own languages for such things.

The word segnen ‘to bless’, for instance, is one of the words that came with Christianity. The specific concept of “blessing” did not exist in northern Germanic heathendom. There were indeed magic charms and they contained a magic power, but this was not of the same nature as a blessing. Segnen, the verb from the noun Segen, was taken into the language under the influence of Christianity; the word brought northward was signum, a ‘sign’. Do observe what the genius of language still possessed at that time: language-forming strength! Nowadays we are no longer able to reconstruct and rework an adopted word in such a way that signum could become Segen, a blessing. We would treat the adopted word as an unchanged import, because the force and vitality that once transformed and created from the innermost depths simply do not well up any more.

Many words we take as completely German are in fact intruders; they appeared with Christianity. Look at the word predigen ‘preach’. It is none other than the Latin praedicare, which also means ‘to preach’. It was still possible to reconstruct this word from inside out. We never had a genuinely German word for this Christian activity of preaching. You see, if we want to get to know the actual force in German that transforms the language, we must first pour it through a sieve to sift out everything that entered our Central European culture from other cultural streams. In many of our words you will hardly notice it. You speak about the Christmas festival, feeling a strong attachment to it. Weihnacht ‘Holy Night, Christmas’ is a genuine German word, but Fest festival’ is Roman, a Latin word that long ago became a German word. Fest goes back to the time when, along with Christianity, the most foreign elements found their way into the language, but at the same time were so transformed that we do not have at all the feeling today that they are imports. Who in the world remembers now that verdammen ‘condemn, damn’ is a Latin word that has become good German? We have to sift a great deal if we want to get to what is really the German language proper.

Many things came in with Christianity; others have entered because out of Christianity the whole system of education developed. The subject matter for educating was taken over in exactly the form it had in the South in the Greco-Latin culture. And there were no Germanic words for what had to be communicated. Along with the concepts, the vocabulary had to be imported. This happened first in the “Latin school” (high school), then it moved down into the lower school, and so today the basis of our education, the Schule ‘school’, itself is an imported word. Schule is no more a German word than scholasticism. Klasse ‘class’ is obviously a foreign word. Wherever you look: Tafel ‘blackboard’; cognate, table from tabula, schreiben ‘to write’; cognate, scribe are imports. Everything pertaining to school entered our language from outside; it came—with education itself—with Latin or the Romance languages from the South.

All this is one stratum that we have to sift off if we want to study the character of the German language proper. Almost all the specifically foreign words must be lifted off, because they do not express what comes out of the German folk soul but have been poured over its real being, forming a kind of varnish on its surface. We have to look for what lies underneath the surface. For instance, if we look beneath the varnish for things pertaining to education; we find relatively little, but that much is distinctive: Lehrer ‘teacher’, for one, a genuinely original German word, as is the word Buchstabe ‘letter of the alphabet'—Buch ‘book’ is derived from it. It takes us back to the staves or sticks thrown down in ancient times to form the letters or runes that made up the runic words. They were beechwood sticks (Buche = ‘beech’). From this then came the zusammenlesen ‘gathering together’, from which comes lesen ‘to pick up’, as well as ‘to read’ and then the Leser ‘reader’, which became Lehrer ‘teacher’. These are ancient Germanic formulations, but you see that they have a totally different character, leading us back everywhere to the soul life of that time in Central Europe. The old heathen ways and the Christian ways collided, and with them the two elements of language, the northern and the southern. You can imagine what a strong power of interpenetration must have existed within the German language during the first millennium after the Mystery of Golgotha, that it could accept Christianity as strongly as it did and be at the same time able to accept the words that expressed the most essential mysteries of Christianity.

With this import, however, only one layer has been described, leading us back into the very early times connected with the great Germanic migrations, when the first Romance language stratum worked its way into the German language. Later the Romance languages were again to exert their influence. We can observe a second stratum originating from the Romance languages through various occurrences but this time coming from the West. Beginning in the twelfth century and continuing into the eighteenth, French words were taken over continually, French words for which there existed concepts and feelings, but by means of which the concepts and feelings were also modified. I have jotted down a number of these words but cannot claim any sort of completeness, for these lectures are being improvised from memory. I have tried to take words that seem truly German: for instance, the word fein ‘fine’. You won't find this word before the twelfth century; it came by way of fin from the French. Here you can see how the language-forming power in the thirteenth century was still strong enough to transform a word so well that it is felt today to be a genuine German word. Even a word like Kumpan ‘fellow, companion’, which has become very popular, is only an adaptation of compagnon, and a word we often hear nowadays, Partei ‘political party’ also immigrated at that time, as well as Tanz ‘dance’. All these words have been in the German language only since the second invasion of the twelfth century, which I would like to call French: Schach ‘chess’, Matt ‘checkmate’, Karte ‘card’, Ass ‘ace’, kaputt ‘broken’, and so forth. It is quite remarkable how many words came into Germany from the West, from France, during the twelfth and through the thirteenth, fourteenth, fifteenth, and sixteenth centuries, all of them contributing to the language an element of lightness, of easiness, where the German had a more ponderous quality. Before this time what had been spoken in German areas had a fuller, more rounded character. In it one couldn't very well have expressed playfulness. It would have been quite easy to say, Du bist ein kühner Held “You are a bold hero'—the German language could have managed that—but not, Du bist ein feiner Kerl 'You're a fine fellow’. That could not have been said earlier, for one needed the word fein. Other things would have been just as impossible without the invasion of the French elements.

From Italy, remarkably little reached the more northern areas until, at the time of the Renaissance, some words relating to music came; that was all. However, a third kind of invasion, though not so pervasive, came later by way of a detour through southern Germany and Austria, bringing such words as bizarr ‘odd, eccentric’, lila ‘purple’, [obviously related to lilac] which had not existed earlier in German, Neger ‘negro’, Tomate ‘tomato’, all imported from Spain. Now the introduction of foreign elements enters a new phase; it is obvious that the genius of language is no longer as flexible as it had been. These later words are much more similar to their originals. And finally, when the Germans reached the stage of admitting English words, things had become most unfavorable; this was actually not until the late eighteenth and the nineteenth centuries. Words came into the language that related mostly to outer affairs, but they remained practically the same as in English. The German language genius had by then lost its capacity to adapt and completely absorb into itself something new.

I have tried to point out how in early times the ability to accept and transform language was extraordinarily strong, especially within the Germanic languages and early German. Take, for instance, (and I want to emphasize this in particular) a word that is so German that even a person very sensitive to dialects can really not doubt its authenticity: Riegelwand for Fachwerkwand ‘half-timbered wall’. Riegel ... truly German, as the tongue tastes and pronounces it! And yet this word was not part of the German language until the time when Latin-Italian trained architects used the kind of materials that could construct the Riegelwände. Who is aware today that this word Riegel, so typically German, is nothing other than Regel, regula Latin: ‘rule’. We would not be capable of such changes in our present language. We also think Keller ‘cellar’ is an original German word, but no! It is nothing but an adapted loan-word from the Latin cellarium. I can give you another totally German-looking word to show you how difficult it would have been if people had begun to weed out and eliminate all the foreign words, as certain movements some time ago wanted to do. If that had happened, Riegel would have fallen by the wayside, Keller would have fallen—but do you know what other word would have had to go? Schuster ‘shoemaker’! As a matter of fact, Schuster came into the German language because people from the South taught the Germans to sew their foot-coverings instead of tying them together. The Latin sutor (cf. English: suture) refers to the sewing of footwear and has been assimilated into Schuster; an all-out foreign word.

You can see from this that we really have to sift vigorously to arrive at words of true German origin. We can not just accept what is floating nowadays on the surface of language, for this follows totally different laws. When we want to go back to the true speech-creating forces out of the genius of language, we must first of all sift off what is extraneous. The forming of language takes its course in a peculiar sort of way. You can see this very well by observing how things can still be introduced into a language—I would like to call it, through a certain kind of tyranny, from the bottom up—even when the language-forming genius no longer possesses its full strength. Not so many years ago, for instance, the following took place in Central Europe. Close to Raab there is a small town called Kocsi [now Kocs in Hungary]. I believe it was in the sixteenth century that an inventive fellow in this small place near Raab got the idea of building practical wagons that became very popular for people to drive and ride in. They made the little town well known. And just as Frankfurt sausages are known as ‘frankfurters’, these wagons were called kocsi. Just think how much carrying force was alive in this word, which grew into Kutsche ‘coach’; it traveled to France and even reached the proud English! Yet this word is not especially old; it has moved in relatively recent times with a certain dynamic power in all directions from the wagonmaker in Kocs.

So let us understand this clearly: When we deal with a language already formed, we must remove many outer layers in order to reach the kernel proper. If we do reach this innermost part, we have to say: This kernel shows us without a doubt that it could develop with inner, language-forming strength only at the time when thoughts were much deeper and more substantive than they are, for instance, in German culture today. For this to happen, thoughts must be much more inherent in the whole human being. At the present time we can no longer feel that the force we perceive in our thoughts is also present in our words.

Sometimes we feel this force when we go back to the dialects that are to be found at a deeper, earlier stage of the language. At present, to express quickness we say Blitz ‘lightning’. In certain southern German dialects the word is still Himmlizer. When you say that, you have the whole Blitzform ‘shape of the lightning’ in it: [Himmel is ‘heaven’;—lizer reminds one of licht, ‘light’]. In this word there is a visualization of what takes on form in nature. In short, dialects still reach back to word-forms within which there is an echo of the happenings outside us in nature. This is always the case in the inmost kernel of a language, where the conceptual or ideational element is much closer to the element of sound. Through the history of the German language in particular we can observe how in earlier times, before language became abstract, it was still a matter of course that the meaning of words was imbedded in their sound. I would like to call it a penetration of sense into sound. A sensitive person can still feel it in such words as Tag 'day’; Anglo-Saxon, daeg, a truly original, ancient German word—can feel it in the /t/ and /a:/ (/ah/) sounds, especially through the help of eurythmy. Words that came later were formed out of abstract ideas. Look at the rather modern given name Leberecht ‘liveright’. Parents endow a child with such a name in order to guide him or her with certainty along a virtuous path in life. There’s also Traugott ‘trust-God’. When such words came about, a certain language-forming element still existed but it was abstract, did not arise from a genuine inner source.

I wanted to say all this today as a preparation, so that we can proceed toward more concrete concepts and examples of language.

• 1. In German, we find two words for many things, as in English: will and testament, send and transmit, etc., one Germanic (Anglo-Saxon), the other Greco-Latin. In academic writing, the latter is usually preferred.

In every man there are latent faculties by means of which he can acquire for himself knowledge of the higher worlds. The mystic, theosophist, or gnostic speaks of a soul-world and a spirit-world, which are, for him, just as real as the world which we see with our physical eyes, or touch with our physical hands. At every moment his listener may say to himself: What he speaks about I too can learn, when I have developed within myself certain powers which today lie slumbering within me. There remains only the question as to how one has to commence in order to develop within oneself such faculties. For this only those can give advice who have already developed such powers within themselves. As: long as the human race has existed, there have always been schools in which those who possessed these higher faculties gave instruction to those who were in search of them. Such are called the occult schools, and the instruction which is imparted therein is called esoteric science, or occult teaching. Such a designation naturally awakens misunderstanding. He who hears it may be very easily misled into the belief that those who work in these, schools desire to represent a special, privileged class, which arbitrarily withholds its knowledge from its fellow-creatures. Indeed, he may even think that perhaps there is nothing really important behind such knowledge. For he is tempted to think that, if it were a true knowledge, there would then be no need to make a secret about it: one might then communicate it publicly and open up its advantages to all men.

Those who have been initiated into the nature of the occult knowledge are not in the least surprised that the uninitiated should so think. Only he who has to a certain degree experienced this initiation into the higher secrets of being can understand the secret of that initiation. But it may be asked: How, then, shall the uninitiated, considering the circ*mstances, develop any interest at all in this so-called occult knowledge? How and why ought they to search for something of whose nature they can form no idea? But such a question is based upon an entirely erroneous conception of the real nature of occult knowledge. There is, in truth, no difference between occult knowledge and all the rest of man's knowledge and capacity. This occult knowledge is no more of a secret for the average man than writing is a secret to him who has never learned to read. And just as everyone who chooses the correct method may learn to write, so too can everyone who searches after the right way become a disciple, and even a teacher. In only one respect are the conditions here different from those that apply to external thought activities. The possibility of acquiring the art of writing may be withheld from someone through poverty, or through the state of civilisation into which he has been born; but for the attainment of knowledge in the higher worlds there is no obstacle for him who sincerely reaches for it.

Many believe that one has to find, here or there, the Masters of the higher knowledge, in order to receive enlightenment from them. In the first place, he who strives earnestly after the higher knowledge need not be afraid of any difficulty or obstacle in his search for an Initiate who shall be able to lead him into the profounder secrets of the world. Everyone, on the contrary, may be certain that an Initiate will find him out, under any circ*mstances, if there is in him an earnest and worthy endeavour to attain this knowledge. For it is a strict law amongst all Initiates to withhold from no man the knowledge that is due to him. But there is an equally strict law which insists that no one shall receive any occult knowledge until he is worthy. And the more strictly he observes these two laws, the more perfect is an Initiate. The order which embraces all Initiates is surrounded, as it were, by a wall, and the two laws here mentioned form two strong principles by which the constituents of this wall are held together. You may live in close friendship with an Initiate, yet this wall will separate him from you just as long as you have not become an Initiate yourself. You may enjoy in the fullest sense the heart, the love of an Initiate, yet he will only impart to you his secret when you yourself are ready for it. You may flatter him; you may torture him; nothing will induce him to divulge to you anything which he knows ought not to be disclosed, inasmuch as you, at the present stage of your evolution, do not understand how rightly to receive the secret into your soul.

The ways which prepare a man for the reception of a secret are clearly prescribed. They are indicated by the unfading, everlasting letters within the temples where the Initiates guard the hi4her secrets. In ancient times, anterior to “history,” these temples were outwardly visible; today, because our lives have become so unspiritual, they are mostly quite invisible to external sight. Yet they are present everywhere, and all who seek may find them.

Only within his soul may a man discover the means which will open for him the lips of the Initiate. To a certain high degree he must develop within himself special faculties, and then the greatest treasures of the Spirit become his own.

He must begin with a certain fundamental attitude of the soul: the student of Occultism calls it the Path of Devotion, of Veneration. Only he who maintains this attitude can, in Occultism, become a disciple. And he who has experience in these things is able to perceive even in the child the signs of approaching discipleship. There are children who look up with religious awe to those they venerate. For such people they have a respect which forbids them to admit even in the innermost sanctuary of the heart any thought of criticism or opposition. Such children grow up into young men and maidens who feel happy when they are able to look up to anything venerable. From the ranks of such children are recruited many disciples.

Have you ever paused outside the door of some venerated man, and have you, on this your first visit, felt a religious awe as you pressed the handle, in order to enter the room which for you is a holy place? Then there has been manifested in you an emotion which may be the germ of your future discipleship. It is a blessing for every developing person to have such emotions upon which to build. Only it must not be thought that such qualities are the germ of submissiveness and slavery. Experience teaches us that those can best hold their heads erect who have learnt to venerate where veneration is due. And veneration is always in its place when it rises from the depths of the heart.

If we do not develop within ourselves this deeply-rooted feeling that there is something higher than ourselves, we shall never find enough strength to evolve to something higher. The Initiate has only acquired the power of lifting his intellect to the heights of knowledge by guiding his heart into the depths of veneration and devotion. The heights of the Spirit can only be reached by passing through the portals of humility. You can only acquire right knowledge when you have learnt to esteem it. Man has certainly the right to gaze upon the Reality, but he must first acquire this right. There are laws in the spiritual life, as in the physical life. Rub a glass rod with an appropriate material and it will become electric, that is to say, it will receive the power of attracting small bodies. This exemplifies natural law. And if one has learnt even a little of physics, one knows this. Similarly, if one is acquainted with the first principles of Occultism, one knows that every feeling of true devotion which opens out in the soul, develops a power which may, sooner or later, lead to the Path of Knowledge.

He who possesses within himself this feeling of devotion, or who is fortunate enough to receive it from his education, brings a great deal along with him, when, later in life, he seeks an entrance to the higher knowledge. But he who brings no such preparation will find himself confronted with difficulties even upon the first step of the Path of Knowledge, unless he undertakes, by rigorous self-education, to create the devotional mood within himself. In our time it is especially important that full attention be given to this point. Our civilisation tends much more towards criticism, the giving of judgments, and so forth, than toward devotion, and a selfless veneration. Our children already criticise far more than they worship. But every judgment, every carping criticism, frustrates the powers of the soul for the attainment of the higher knowledge, in the same measure that all heartfelt devotion develops them. In this we do not wish to say anything against our civilisation. It is in no way a question of passing a criticism upon it. It is just to this critical faculty, this self-conscious human judgment, this “prove all things and hold fast the good,” that we owe the greatness of our civilisation. We could never have attained to the science, the commerce, the industry, the law of our time, had we not exercised our critical faculty everywhere, had we not everywhere applied the standard of our judgment. But what we have thereby gained in external culture we have had to pay for with a corresponding loss of the higher knowledge, of the spiritual life.

Now the one thing that everyone must clearly understand is that for him who is right in the centre of the objective civilisation of our time, it is very difficult to advance to the knowledge of the higher worlds. He can only do so if he works energetically within himself. At a time when the conditions of outward life were simpler, spiritual exaltation was easier of attainment. That which ought to be venerated, that which ought to be kept holy, stood out in better relief from the ordinary things of the world. In a period of criticism these ideals are lowered; other emotions take the place of veneration, respect, prayer, and wonder. Our own age continually pushes these emotions further and further back, so that in the daily life of the people they play but a very small part. He who seeks for, higher knowledge must create it within himself; he must himself instil it into his soul. It cannot be done by study: it can only be done through life. He who wishes to become a disciple must therefore assiduously cultivate the devotional mood. Everywhere in his environment he must look for that which demands of him admiration and homage. Whenever his duties or circ*mstances permit, he should try to renounce entirely all criticism or judgment. If I meet a man and blame him for his weakness, I rob myself of power to win the higher knowledge; but if I try to enter lovingly into his merits, I then gather such power. The disciple must continually try to follow out this advice. Experienced occultists are aware how much they owe to the continual searching for the good in all things, and the withholding of all carping criticism. This must not remain only as an external rule of life; rather must it take possession of the innermost part of our souls. We have it in our power to perfect ourselves, and by and by to transform ourselves completely. But this transformation must take place in the innermost self, in the mental life. It is not enough that I show respect only in my outward bearing toward a person; I must have this respect in my thought. The disciple must begin by drawing this devotion into his thought-life, He must altogether banish from his consciousness all thoughts of disrespect, of criticism, and he must endeavour straightway to cultivate thoughts of devotion.

Every moment in which we set ourselves to banish from our consciousness whatever remains in it of disparaging, suspicious judgment of our fellow-men, every such moment brings us nearer to the knowledge of higher things. And we rise rapidly when, in such moments, we fill our consciousness only with thoughts that evoke in us admiration, respect, and veneration for men and things. He who has experience in these matters will know that in every such moment powers are awakened in man which otherwise remain dormant. In this way the spiritual eyes of a man are opened. He begins to see things around him which hitherto he was unable to see. He begins to understand that hitherto he had only seen a part of the world around him. The man with whom he comes in contact now shows him quite a different aspect from what he showed before. Of course, he will not yet, through this rule of life alone, be able to see what has elsewhere been described as the human aura, because, for that, a still higher training is necessary. But he can rise to this higher training if he has previously gone through a thorough training in devotion. [In the last chapter of the book entitled Theosophie (Berlin, C. A. Schwetschke und Sohn), Dr. Rudolf Steiner fully describes this “Path of Knowledge;” here it is only intended to give some practical details.]

Noiseless and unnoticed by the outer world is the treading of the “Path of Discipleship.” It is not necessary that anyone should notice a change in the disciple. He does his duties as hitherto; he attends to his business as before. The transformation goes on only in the inner part of the soul, hidden from outward sight. At first the entire soul-life of a man is flooded by this fundamental mood of devotion for everything which is truly venerable. His entire soul-life finds in this fundamental mood its pivot. Just as the sun, through its rays, will vivify everything living, so in the life of the disciple this reverence vivifies all the perceptions of the soul.

At first it is not easy for people to believe that feelings like reverence, respect, and so forth, have anything to do with their perceptions. This comes from the fact that one is inclined to think of perception as a faculty quite by itself, one that stands in no relation to what otherwise happens in the soul. In so thinking, we do not remember that it is the soul which perceives. And feelings are for the soul what food is for the body. If we give the body stones in place of bread its activity will cease. It is the same with the soul. Veneration, homage, devotion, are as nutriment which makes it healthy and strong, and especially strong for the activity of perception. Disrespect, antipathy, and under-estimation, bring about the starvation and withering of this activity. For the occultist this fact is visible in the aura. A soul which harbours the feelings of devotion and reverence, brings about a change in its aura. Certain yellowish-red or brown-red tints will vanish, and tints of bluish-red will replace them. And then the organ of perception opens. It receives information of facts in its neighbourhood of which hitherto it had no knowledge. Reverence awakens a sympathetic power in the soul, and through this we attract similar qualities in the beings which surround us, which would otherwise remain hidden. More effective still is that power which can be obtained by devotion when another feeling is added. One learns to give oneself up less and less to the impressions of the outer world, and to develop in its place a vivid inward life. He who darts from one impression of the outer world to another, constantly seeks dissipations, cannot find the way to Occultism. The disciple must not blunt himself to the outer world; but rich inner life will point out the direction in which he ought to lend himself to its impressions. When passing through a beautiful mountain district, the man with depth of soul and richness of emotion has different experiences from the man with few emotions. Only what we experience within ourselves opens up the beauties of the outer world. One man sails across the ocean, and only a few inward experiences pass through his soul: but another will then hear the eternal language of the World-Spirit, and for him are unveiled the mysteries of creation.

One must have learnt to control one's own feelings and ideas if one wishes to develop any intimate relationship with the outer world. Every phenomenon in that outer World is full of divine splendour, but one must have felt the Divine within oneself before one can hope to discover it without. The disciple is told to set apart certain moments of his daily life during which to withdraw into himself, quietly and alone. But at such time he ought not to occupy himself with his own personal affairs, for this would bring about the contrary of that which he is aiming at. During these moments he ought rather to listen in complete silence to the echoes of what he has experienced, of what the outward world has told him. Then, in these periods of quiet, every flower, every animal, every action will unveil to him secrets undreamed of, and thus he will prepare himself to receive new impressions of the external world, as if he viewed it with different eyes. For he who merely desires to enjoy impression after impression, only stultifies the perceptive faculty, while he who lets the enjoyment afterwards reveal something to him, thus enlarges and educates it. But he must be careful not merely to let the enjoyment reverberate, as it were; but, renouncing any further enjoyment, rather to work upon his pleasurable experiences with an inward activity. The danger at this point is very great. Instead of working within one self, it is easy to fall into the opposite habit of afterwards trying to completely exhaust the enjoyment. Let us not undervalue the unforeseen sources of error which here confront the disciple. He must of necessity pass through a host of temptations, each of which tends only to harden his Ego and to imprison it within itself. He ought to open it wide for the whole world. It is necessary that he should seek enjoyment, for in this way only can the outward world get at him; and if he blunts himself to enjoyment he becomes as a plant which cannot any longer draw nourishment from its environment. Yet, if he stops at the enjoyment, he is then shut up within himself, and will only be something to himself and nothing to the world. However much he may live within himself, however intensely he may cultivate his Ego, the world will exclude him. He is dead to the world. But the disciple considers enjoyment only as a means of ennobling himself for the world. Pleasure is to him as a scout who informs him concerning the world, and after having been taught by pleasure he passes on to work. He does not learn in order that he may accumulate learning as his own treasure, but in order that he may put his learning at the service of the world.

In all forms of Occultism there is a fundamental principle which cannot be transgressed, if any goal at all is to be reached. Every occult teacher must impress it upon his pupils, and it runs as follows: Every branch of knowledge which you seek only to enrich your own learning, only to accumulate treasure for yourself, leads you away from the Path: but all knowledge which you seek for working in the service of humanity and for the uplifting of the world, brings you a step forward. This law must be rigidly observed; nor is one a genuine disciple until he has adopted it as the guide for his whole life. In many occult schools this truth is expressed in the following short sentences. Every idea which does not become an ideal for you, slays a power in your soul: every idea which becomes an ideal creates within you living powers.

What spiritual science calls the mystery of death faces us in our times so significantly. Everything is in close or more distant interrelation with them. Above all, through spiritual science we receive not only the basic conviction, but the basic knowledge of the world in the physical body and of the world, into which we enter through the gate of death. However, this world is always alive also in the sensory life and surrounds us. It is only not recognizable for the human being engaged in the sensory life, because he does not have the necessary attention for it. If such drastic events flow through the time which demand so manifold sacrifices of the human beings as they surround us now, we must be woven with our whole souls in it. Hence, it is obvious to inform you about some matters by means of spiritual science.

We want to turn our glance to fields of life that show us how humankind has come to something fatefully illogical concerning its surroundings because of the materialistic way of thinking. We hear, for example, in the way usual today the individual nations accusing each another: I have not wanted the war; it is you who has incited it.—The question is legitimate and one can now already answer it—for the facts speak clearly—where the external causes are. But for the spiritual-scientific seer it is different. In this question he has to realise that the war is basically the last phase in the course of events, or at least a later phase of matters that were there already before. One commits a mistake in the judgment also with illness processes where one often still speaks of such, whereas these are already health processes, which must take place to recover. The external processes, which take place to paralyse the illness and to recover, have happened before and are not to be observed. The war also is an apparent illness process. It is an effort of humankind to come beyond certain processes which were there before. The illness lies already before in the really unhealthy relations between the peoples. If anyone investigates the external causes with reason, he ignores the internal ones. In the area where we are crowded together like in a fortress and are surrounded with a ring, it must seem reasonable to especially raise the question which the internal causes are, or of which kind the single cause is by which this encirclement was caused. One speaks of such an encirclement for the last years, for the last decades, but if you look at the great connections, it begins much sooner. It sounds peculiar, but one can give the year 860 A. D.—not 1860, but 860. For such a long time, the process is going on, which finds expression now in a way we can call the most dreadful war of humankind, since it inhabits the earth.

In the deeper interrelation of European history one finds the extremely strange fact that in Central Europe something of spiritual substance was crowded together. If anyone investigates this deeper interrelation, he sees that it was crowded together there for a particular purpose. It concerns not the external determinations of blood or race, but the fact that something like a spiritual substance permeates the world. Something like a snake-shaped ring contracts in Central Europe coming down from the distant north. Two currents of the east and west go to the south and meet forming a ring. From a centre, the Normannic tribes move in the 9th century down who are related by blood to so many things that later exist in Central Europe. But they push their way into the Romance element, which comes from Southern Europe, and flow together with it. In 860, they stand in front of Paris; there the Normans were overpowered by the Romance people. The western France came into being from that. More than the Angles and Saxons could bring to the British islands, the Normans brought back from France to England. In the east, the Normannic people moved down, they got from the north to the Volga and the Black Sea into the Slavic regions. Later the Tartar current coalesces. The Slavic element overpowers the Normans and gives them the Christian religion in its eastern form. They become Slavic as “Ros”—they are called in Finland that way—nothing has remained except the name Russia. This name is of Germanic origin. The name Rurik has the same origin.

About these relations one has rather doubtful views. In the west of Europe many people speak that the French are appointed to resurrect the old Celtic element in a kind of Renaissance. One has the idea that in Central Europe are mainly Teutons and that in the west the Celtic element predominates. However, it is vice versa, in the French population is much more Teutonic blood, in Central Europe is more Celtic blood, this is true. Thus maya stands against truth. Only the inhabitants of the west are completely overpowered by the Romance element. In the east the Norman and with them the Teutonic elements are overpowered by the foreign race element. Still today there a religion prevails that is foreign to the Russian folk-soul.¹ Thus the people in Central Europe are encircled as it were. The Romance element reaches to Constantinople, and on the other side the Slavic Normans reach to Constantinople as well. There we have the snake, the ring.

If we consider that what was crowded together there spiritually, we get the view that it has an especially important task. Yesterday, I have only indicated it, but, nevertheless, I have spoken of the fact that here a certain familiar contact of the folk-soul with the individual soul should take place and just thereby the nicest blossoms are produced with the best relatives. The ego should immediately be seized, not the single members of the soul like in the West, should be immediately living in the ego. From that arises—this would already have to be clear to the exoteric consideration—that in Central Europe basically complete hostility could never hold sway against idealism that always a certain tendency to the spiritual world was there to a high degree. When we began our spiritual movement, karma ordained that we had to act at first in association with the British movement. But externally everything was only a symptom of that what had to happen internally with a certain necessity. If we consider what the theosophical movement represents, from which we had to separate, you will notice that there the cultural life has split in two parts. The external life takes a purely materialistic way, and the spiritual element is coupled to it. They always fall apart.

Compare to that which must be our spiritual life for us. As in the organism the head cannot be thought without body, our spiritual life grows out of the general cultural life. You only need to start with Tauler, Eckhart, Angelus Silesius, then with Herder, Lessing, everywhere we have to develop what should become higher spiritual culture. We cannot couple our spiritual view to anything, we must have it as an organism, must raise it. We have to discover internally that the return of Christ is a spiritual affair. Hence, we cannot make the slightest concession. We are able to look at Christ as a figure only with the spiritual eye, approach Him with the internal experience. In the West that had to be dogmatised and materialised. People could not imagine it differently, as that He would come in the physical body. Hence, the absurd idea to present Christ in the body on the salver.² This happened in connection with what was encircled there.

Hence, the question must touch us objectively: how has the Central European civilisation to relate to the future culture?—Truth is something general, but it is something different how it arises. In the Central European civilisation are the springs for the whole spiritual culture of the future. We have to find the way from the German idealism to the spiritual culture. For that is necessary that here in the centre an ego-culture is founded. You can see that easily on the esoteric field. The human ego has to enkindle itself in the outside world, there only it is awake and realises internally. Thus the ego-culture of Central Europe is aroused from without. You need to look only at the last events, the standardisation of the German being. It is typical that the German empire was founded in 1871 on foreign ground. So many examples could be given that also show in the external events that there is an ego-culture in Central Europe.

It seems reasonable to ask: which meaning do the deaths have for the spiritual world?—Countless human beings go in the prime of life through the gate of death. At first the connection of ego, astral body, etheric body with the physical body is separated. The physical body is handed over apparently to the earth, the etheric body to the etheric world; astral body and ego go on. However, this must strike us: are the etheric bodies of the human beings of normal age going through the gate of death different from those of the young men? As to the physical body one understands this, as to the etheric one will understand it now. The etheric body could still have supplied the physical body for decades, and could have worked on it. It goes with these unused forces through the gate of death, coalesces there with the folk-soul, and the work of the folk-soul will be impregnated in future with the unused forces of these etheric bodies. It is our task to understand that. Human beings will be there who will know: the folk-soul is an active element. Only if one knows that the unused etheric bodies will work as a spiritual force in concrete way in the spiritual world, then one can understand what takes action really. The consciousness of this concrete relationship with the spiritual world will be important. Thereby, namely by creation of such a consciousness of the spiritual world, spiritual science becomes more and more life in the souls and does not only remain doctrine. The human being knows that he is in a spiritual aura as he knows here that the air is in his surroundings. Like he distinguishes clean and dirty air here, he will feel good and bad spirits, experiencing and feeling the spiritual aura.

Only this is the right fruit of spiritual science. We see it if we consider events that are close to us and can teach us. One of them just happened in the place of our construction. In this case it was a child whose etheric body was unused. The forces are there; somebody who beholds them who knows how to behold them sees that they have gone over into the aura of our Dornach construction and live in it. This is an example I am responsible for. The etheric body which belongs with its forces more to the community is really working on. Since that time it tries to do something by means of inspirations nearby the construction. These are supporting forces.

Such matters are obvious to us, we can be taught through them how mysterious the connections are in the spiritual world. Just in the last time we experienced in the karma of our society that dear friends have died off. What I said in the Vienna cycle³ about the life between death and new birth became completely clear just in some of these souls. One of these souls has found so surely the way into our movement when the physical body was already worn-out. Since it was in our movement, it was a being whose soul faced me like through a body that had become bright and transparent as glass. After death the picture of this soul, as it was already before, grew together with that which it presented after. I was not able to help myself to give the obituary which shows that I was so surely together with this soul. The following words made themselves audible for about three days, after death had occurred:

You came to us.
The gentleness of your being
Spoke out of the calm strength of your eyes—
Calmness of your soul
Flowed in the waves
With which your glances
Carried your internal weaving
To things and human beings;—
And the soul penetrated your voice
Which revealed—more through the kind of word
In its eloquent manner—
What was working as a secret
In your lovely soul
Than it was contained in the word;
However, without saying a word
It revealed itself
To the compassionate love of human beings—
This being that told of noble, calm beauty
Of the world-soul's creation
To receptive feeling.

The consciousness is dampened after death, just because a flooding consciousness is there. This happens by the review you have on death first—not in the case of suicide,—as it were a solar point. That belongs to the most beautiful, highest experiences. You resume it there, you say to yourself: there you have lived,—and you orientate yourself that way in the spiritual world.

Our friend was out of the stage of the etheric review, so that I spoke to the present, but not yet conscious being. Then a moment of consciousness occurred as a result of the heat, and she saw the cremation. Time there becomes space.

The events in the physical and spiritual worlds correspond to each other. In such a case, calling does not return like an echo from the spiritual world, but converts itself to an answer, giving the gist, from the not yet conscious soul. By such examples we recognise feeling and feel recognising the spiritual world. The result must be to experience the reality of the spiritual world. It is especially important to get this definite feeling in our time, so that the physical welfare and the mental welfare arise for the whole humankind out of the seriousness of the present. For always the big, significant world events were, also for a superficial knowledge, the clear expression for the fact that there are not only sensory beings, but that the spiritual beings are working into the sensory world.

It is difficult to break through the veil which separates the physical and spiritual worlds. This makes self-knowledge difficult to the greatest possible extent; one imagines that as something too easy. It is sometimes difficult already in the external physical sense. The significant philosopher Ernst Mach⁴—not Ferdinand Maack, otherwise, I would not have spoken of a significant philosopher—gave a grotesque example of it. Mach describes in one of his works that when he was a young man a disagreeable countenance struck him once in a mirror of a shop-window, which he had immediately to recognise as his own to his dismay. He experienced something similar later again. While getting into a bus he saw a man with an ugly face who met him from the other side, and recognised only afterwards that he had seen himself in the mirror. The human being is still even more uncertain about the being or form of the soul. People do not dream of what one has to do to get self-knowledge. In the subsoil of the soul, maya has often large dimensions. A human being has the impulse of cruelty; he lives together with people whom he torments every now and then et cetera. He looks for an external cause for it; he often uses an ingenious gift of invention to veil the structure of his soul. I myself knew somebody who spoke repeatedly how many great sacrifices his activity demanded. But I had to say that it was only a lust of his soul, which he satisfied. When he spoke of sacrifices that way, only egoism stood behind that. Real self-knowledge is only accessible if one advances in spiritual science gradually, in so far as he experiences by himself what is in the world.

There are chatting people in the world who organise chat hours. Apparently, that is even the case when men go to their sundowners. If they are asked, why they chat, people have all kinds of important reasons for that. But if we glide with our hand over velvet or silk, we have a feeling of pleasure. While somebody is chatting, his etheric body knocks perpetually against the air set in motion, and in doing so it is stroked. This is nothing bad. You understand what goes forward with chatting, only if you know that the human being has an etheric body.

Humankind goes towards a time when it must face such matters more and more. Spiritual science must arouse the consciousness for it more and more. Then people who state today in their materialistic mind that everything spiritual is daydreaming will look as if anybody wanted to say where the air is, is nothing at all. Like one discovers that the air is real, humankind will find out that the spirit is something real. If you consider the biggest mystery, Christ's Death and Resurrection, you may believe that Christ, after he has gone through the Mystery of Golgotha, would have worked on humankind particularly by means of teaching. However, what people knew about Christ was the least.

The theologians have quarrelled, but very few understood something right. Only a part of historical events happens in the consciousness. An example of that is the battle between Maxentius and Constantine at the Milvian Bridge on the 28th October 312 A. D., which was decided not by some external circ*mstances, but by effects of non-physical kind. With an army which was far stronger than that of his adversary Constantine Maxentius had to defend Rome. Questioning the Sibylline Books he got the advice to lead his troops out of Rome and then he would destroy the enemies of Rome that way. He was still encouraged in that by a dream. Also Constantine had a dream that his soldiers should bear banners with the monogram of Christ instead of the old field signs. Thus it happened, and the army of Maxentius, which had been led out of Rome contrary to reason, was defeated by the weaker armed forces of Constantine, and Maxentius himself found his death on the run. The Christ Impulse had here worked in the subconsciousness of the people.

The impulse lives in the subconsciousness, as if ships go on the sea, but the important matters would take place in submarines. An important point in time is again in the 15th century. At that time, the Maid of Orleans intervened in the course of history in such a way that everything that happened later was determined through it. The whole map of Europe would be different, also the spiritual life if the English had won. The Maid was a servant of St. Michael. Schiller was deeply touched by the figure of the Maid of Orleans: “the world likes to blacken the beaming.” Whereas Voltaire vented his rage against her, even Shakespeare could not understand her, Anatole France pressed her down into the materialistic view, all Western people of intellect did not understand her, and Schiller embodied this sublime figure in his drama.

It was necessary that the Maid of Orleans went through a kind of unaware initiation to fulfil her historical mission. It concerned an initiation as it is described to us in the legend of Olaf Åsteson. Such initiations, for which certain karmic conditions were necessary, could take place in the time of the thirteen nights between the 25th December and 6th January. If the external light has the slightest strength, an inner enlightenment is possible. Thus Olaf Åsteson had real spiritual experiences in the sleeping state during thirteen nights, which he then reports before the portal of a church, as it is shown in the Dream Song. Also the Maid of Orleans spent thirteen nights as it were in the sleeping state, namely in the body of her mother. In the last time before birth the human being is especially accessible to unaware influences from the spiritual world. On the 6th January the Maid of Orleans was born. During this day all the inhabitants of her birthplace gathered because something quite unusual was to be felt in the aura of the village. It was the birth of the Maid of Orleans, to whom the Christ Impulse was implanted just before she saw the physical sunlight.

The proper purpose of all our attempts and that what depends on us is to gain a living connection between the physical and spiritual worlds. People will recognise that the time of twilight of this war means a turn of an era. Human beings should know that the souls of those who have sacrificed themselves are working on and that this war has the task to close the materialistic age.

It is necessary that souls are there who send thoughts into the spiritual world like extending arms and bring down the consciousness from the spiritual world, souls conscious of spirit. The more such souls conscious of spirit send their thoughts upwards—a lot depends on the fact that our spiritual atmosphere is penetrated by such thoughts,—the more the fruits which come from the sacrificial deaths can mature. Thus we summarise our consideration in the words:

From the courage of the fighters,
From the blood of the battles,
From the grief of the bereaved,
From the nation's sacrifices
Will grow up the fruits of spirit
If souls aware of spirit turn
Their senses to the spirit land.

• 1. From Symptom to Reality, third of nine lectures (Berlin, 1918), volume 185 of Steiner's Collected Works (Rudolf Steiner Press, 1976)
• 2. the Indian boy Krishnamurti was propagated as the reincarnated Christ by Annie Besant, the president of the Theosophical Society (Adyar).
• 3. Inner Nature of Man and Life Between Death and Rebirth, eight lectures (Vienna, 1914), Steiner's Collected Works volume 153
• 4. Ernst Mach (1838–1916), Austrian physicist and philosopher

The last time I spoke to you here, I dealt briefly with a significant phase of human life between death and rebirth. This phase cannot be treated as if it were of no importance to our physical existence. We should be clear about the fact that the forces we need for life do not only come from the realm of the physical body. They emanate essentially from a super-sensible world to which we belong between death and rebirth. This can be understood only if we are able to form mental images of life between death and rebirth.

Man is mostly enveloped in a kind of dreaming-sleeping condition. Those who go through the daily routine without thinking about the events they experience are in fact asleep to life, and those who concern themselves with what lies beyond material existence are also those who awaken to physical life. Referring to our earlier considerations, you will remember that spiritual science rightly understood is capable of entering fully into all aspects of human existence. Inasmuch as spiritual science permeates our civilization, humanity will experience an awakening from a sleep of life. Many things that approach the human being appear strange and mysterious, but they represent a riddle more to the feelings than to the dry intellect. A mother standing by the coffin of her child, or the reverse, is such an instance. One has but to concern oneself thoroughly with human existence to realize how people become aware of the riddle of life. People who have lost a sister, a husband, or a wife come to me and say, “I never used to think about death, never concerned myself about what might happen afterwards, but since this relative has been taken from me it is as if he were still here, and this has led me to occupy myself with spiritual science.” Life will bring people to spiritual science. What happens as a result will be richly rewarding because spiritual science can permeate life with certain impulses that it alone can give.

When a person is no longer physically present, the riddle arises as to what happens to him after death. External science cannot supply the answer because it only observes with the eyes, and they, too, decay. The physical brain decays also, and it is clear that it can be of no use for what man experiences without his physical sheath. Yet the mighty questions regarding the beyond remain. In this connection general answers are of little avail and it is preferable to consider actual instances that can penetrate directly into life.

Let us take life on earth as a starting point. Perhaps you will have come across a person who, through a deep inner longing, through his own soul disposition, was driven to spiritual science, whereas another may have become antagonistic towards it. The one became more deeply involved in spiritual science, while his friend developed increasing enmity towards it. Life not only presents us with a maya in nature but also in the immediacy of our connection with others. In fact, what has just been related may be a complete deception. He who has convinced himself that all this is nonsense may, in the depths of his soul of which he remains unconscious, develop a secret love for it. In the substrata love can express itself as hate. One does find such cases in earthy life. When a person has gone through the gate of death, all the secret soul impulses and longings that he has suppressed during his earthly existence rise to the surface and become the content of the period of catharsis. We have observed people going through the gate of death who on earth were enemies of spiritual science and who after death developed an intense longing for it. Such antagonists then strive for spiritual science. Had we during their earthly lives gone to them with a book on spiritual science, they might have dismissed us in anger. After death we can do them no greater service than to read to them. Reading in thought to the dead can have the greatest furthering effect for them.

There are many instances within our spiritual movement in which those connected with a dead person have read to him and thereby helped him. The dead receive what is given with the utmost gratitude, and in this way a beautiful relationship can be developed. This shows what spiritual science can mean quite practically. Spiritual science is not mere theory. It must take hold of life and tear down the wall that separates the living from the dead. Thus can the gulf be bridged. A great deal of good can be done by bringing spiritual science into life with the right attitude. No better advice can be given than to read to the dead because it is a strange fact that immediately after death we are incapable of making new connections. We are forced to continue with the old ones.

The question presents itself as to whether or not the dead are able to find spiritual beings beyond the threshold who could teach them. That is not possible! To begin with, one can only have connections with beings with whom one has had a relationship before going through the gate of death. On encountering a being one has not known on earth, one merely passes him by. On earth, too, one would not recognize a great genius if he were dressed like a teamster. One has contact only with the individuals one has known on earth. One might meet many beings who could be of help, but if there has been no prior connection, they can be of no use to one. Spiritual science is in its early stages and because it has only just begun to have an effect on human beings, the living can perform the greatest service to the dead by helping them in this way. This is an instance of the influence that can be exercised from our world upon the other. But the opposite is also possible—the dead can work into the physical world. To the extent that spiritual science takes hold of life, a cooperation between both worlds will come about. The dead can also influence the living.

People know remarkably little about the world. At most, only what happens in the course of time is grasped. Many think that the rest is of no significance. But what actually occurs is only the smallest part of what is worth knowing. By knowing only what happens externally, one actually remains ignorant of life. In the morning we go to work. Probably we consider the things that happen there as well worth knowing. One day we leave three minutes later than usual and surprising events take place. If, for example, we had left home at the right time we might have been run over, but we have been protected. Or perhaps we have to make a trip and miss the train. Then this very train is involved in a serious accident. What can we gather from such considerations?

There is much that does not happen in life, and yet we should reckon such events among the possibilities. Does the individual know how many such possibilities he escapes every single day? Imagine all the things that could happen from which he is protected! We overlook them because for a cold, abstract view of life they are quite meaningless. But let us consider the effect on the soul of a person who has been saved from danger by an apparent coincidence. A man from Berlin intended to go to America and had already purchased his ticket. A friend advised him not to sail on the Titanic! Picture to yourself the feelings of this man. He did not sail, and then he heard of the sinking of the Titanic. It had a shattering effect on his feelings. What impressions would arise in us if we were able to observe in the course of the day all the things we have been spared! When a person begins to concern himself with spiritual science he develops a far greater sensitivity for the complexities of life, for what happens in the normal course of the day.

Now if we have acquired a sensitivity of soul and are spiritually prepared, at moments such as these we can receive an impression from the spiritual world, a message from the dead that comes as an act of grace. The gates are flung open by the dead. They can speak to those who have developed sensitivity. Important matters can be imparted. The dead person, for example, may order us to accomplish something that he has not done. So the gulf is bridged. When spiritual science penetrates into practical life, and it will do so in the future, we shall be able to communicate in both directions with the dead. It will bring the super-sensible world into the immediate present.

The following question may arise. When we read a spiritual-scientific book in a particular language, can the dead understand this language? During the period of catharsis the dead understand the language they have spoken on earth. It is only later, during the passage into devachan, that they can no longer understand words but only thoughts. A transformation in the intercourse with the dead takes place after a definite period of years. If the one who has remained on earth is sensitive, he will feel that the one who has died is with him and that they think the same. This can last for years and then suddenly one loses the connection. That is the moment when the dead passes into devachan. During the period of catharsis he still remembers earthly life, he still holds onto these memories.

What is an earthly language? Every language has meaning only for earthly life and is closely connected with a person's organization, with the climate and with the formation of the larynx. In Europe we do not speak the same languages as in India. But thoughts are not formed according to earthly conditions. The dead only understand language as long as they are in kamaloca. When a medium conveys a message from the dead in a particular language, it can only come from one who has recently gone through the gate of death.

Fundamentally we are already within the higher worlds every time we go to sleep, for in sleep we enter unconsciously the same realm we enter after death.

I would like to pose the following question. Can someone who is not yet able to see with super-sensible perception nevertheless know about these things? A sleeping man, of course, does live. He is somewhat like a plant. You may recall that a scientist, Raoul Francé, writes that plants are endowed with feelings and are able to admire. Yet plants do not have a soul element. The sleeping human organism is on par with the plant. The rays of the sun have to fall on the plant if it is to live. The earth is covered with plants because the sun has called them forth. Without the sun there are no plants and during the winter they cannot sprout forth.

When man sleeps, where is his sun? What lies in the bed we also cannot envisage without the sun. This sun is outside the man's ego. There the ego has to work on the sleeping organism as the sun does on the plant. But it is not only the sun that plays a part in bringing forth and sustaining vegetation. The moon does also. Without the influences from the moon there would be no plant growth either, but the effect of lunar influences is completely ignored by scientists.

The light of the moon influences the plant. The lunar forces determine the width of the plant. A plant that grows tall and thin is little influenced by the moon. Even the whole cosmos is involved in the growth of plants. The ego works into the physical and etheric bodies as the sun influences plant growth. Similarly, the astral body is related to the moon. The ego is the sun for the physical body, the astral body is spiritually its moon. Our ego creates a replacement for the influences of the sun, and our astral body for those of the moon. This justifies what the initiate means when he says man has been formed as an extract of the forces of the cosmos. As the sun is the central point of the plant world and rays forth its light in all directions, in the same way light must permeate the physical and etheric bodies. The sunlight is not only physical, it is also of a soul-spiritual nature separated from the cosmos and become the “I” or ego. The human astral body contains an extract of the light of the moon. The greatest wisdom is contained in these matters.

If the human ego were still bound to the sun, man would only be able to alternate between sleeping and waking like the plants. If there were only the solar influence we would never be able to sleep during the day. We would sleep only at night. But our whole cultural life depends upon an emancipation from these conditions. We carry our own sun within us and the ego is an extract of the solar influence. The astral body in man is an extract of the lunar influence. So during sleep we are not dependent in the spiritual world on the cosmic solar influence. Our ego does what the sun would do otherwise. We are illumined by our own ego and astral body.

Ancient occult vision penetrated to this point only occasionally. Spiritual science gives us the following picture of the sleeping man. Above him shines the sun, his ego, without which he could not be as a plant during sleep. Above him shines the moon, his own astral body.

Now, we can also picture that during the autumn when the sun's influence decreases, vegetation withers. In a man who is awake the astral body and ego are within the physical and ether bodies. The return into the body is to a certain extent like the setting of the sun and moon, and it also marks the end of the plant-like existence. The vegetative condition that prevails to revivify our forces during sleep is much less active during waking life. The vegetative growth-forces wane as man awakens. Inasmuch we are plant-like, we die every morning. This throws considerable light on the interplay between soul and body. Some people feel active and stimulated shortly after waking. Those are the ones who are able to live more strongly in the soul sphere. People who tend to live more in the bodily nature often sense a certain fatigue in the morning. The less tired a person is in the morning, the more active he can be. Yet our waking life may be compared to the dying process of the plants in winter. Each day we draw death forces within our organism. They accumulate and because of this process we eventually die. The fundamental reason for death lies in the sphere of consciousness. From this we can gather that the conscious activity of the ego within our daily life is the destroyer of our physical and etheric bodies. We die because we live consciously.

Many attempts are being made to explain the nature of sleep. Sleep is supposed to be a condition of exhaustion and is said to exist to dispel tiredness. But sleep is not really a condition of exhaustion. The small child, for instance, sleeps more than anyone. Sleep is a part of the whole of life. It is inserted in the rhythm of falling asleep and waking up. Similarly, as we see nature wither in winter, so something dies in us during our waking life.

When we go through the gate of death, we leave our physical and etheric bodies behind and our ego and astral body now emerge as sun and moon that have nothing to illumine. Nevertheless, the ego and the astral body can continue their existence in spite of the fact that they have nothing to illumine. When they permeate the body, consciousness arises. In the spiritual world also, man has to permeate something if he is to acquire consciousness, otherwise he would exist without consciousness.

Into what does man enter after death? He plunges into the spiritual substance that is present without earthly participation. Since the Mystery of Golgatha man must always penetrate into the Christ-substance of the earth that has come about through the deed on Golgatha. We have learned to know the Christ as the Sun Spirit. The ego has emancipated itself from the light of the sun. Then the mighty Sun Spirit descended to the earth, and thereby does the ego of man penetrate into the substance of the Sun Spirit. Man experiences this plunging into the Christ-substance when he has gone through the gate of death. Because of this he is able to develop consciousness after death. In nature this stage will be accomplished when the earth has reached the Vulcan condition. As the sun shines from above downward on the earth, it conjures forth the carpet of vegetation. Now assume the sun were to shine on the earth with strength to bring forth the plants, but the earth was unable to bring them forth and instead reflected the sunlight back. Then the sunlight would not be lost but would shine out into cosmic space and bring forth a supersensible vegetation. This does in fact occur, not physically but spiritually. Because the Christ united himself with the earth, every individual who has united himself with the Christ is able to experience after death the repercussions of what he has grasped consciously on earth. Thus we can understand that on earth man must acquire the capacity to develop consciousness after death. He must carry over from his physical body the forces that develop consciousness.

The bodily nature was most strongly illumined during the Greco-Latin period. Then the saying, “Rather a beggar on earth than a king in the realm of the Shades,” had reality. At that time to dwell in the underworld meant to lead a miserable existence. Before the birth of Christ life after death was little developed. We, on the other hand, belong to an age that is characterized by the fact that such forces are no longer exercised on the bodily nature. Man, inasmuch as he sleeps, is on the decline. The bodily nature has been on the downgrade since the time of Christ. The vegetative forces were most strongly prevalent during the Greek epoch. At the end of the evolution of humanity the bodily nature will be most barren. In earlier epochs men were clairvoyant and the soul was highly developed. Through the soul-spiritual decline the bodily nature rose to its peak as expressed in the beauty of Greek art. But as we go into the future all striving for beauty is faced with a pitfall in that external beauty has no future. Beauty must become an inner quality and in this way must it reveal its character.

Insofar as this withering process increases, the inner nature of the sun and of the moon will become ever more glorious. Those who cultivate spirit and soul through spiritual science have a greater understanding of the future than those people who seek to revive the Greek games. The more a person leaves his soul-spiritual nature in unconsciousness, the more miserable is the destiny he will encounter between death and a new birth. The decay of the body has nothing to do with life after death, but if nothing of a soul-spiritual nature has been developed, then there is nothing to carry over into the spiritual world. The more a person has opened himself to receive a spiritual content, the better he will fare after death. Mankind will learn increasingly to become independent of what is bound to the physical body.

Spiritual science will not keep its present form. Words can scarcely express what it wishes to convey. In spiritual science more will depend on how things are said, rather than on what is said. That is an international element and can live in any language. One will accustom oneself to listen to how things are expressed. In this way one can enter into contact with the dweller of devachan. Today we are gathered together and speak of spiritual science. We will go through the gate of death and continue to develop in a number of future incarnations. Then we will have thoughts independent from the earth-bound language of today. The spirit will enter into our life and we will be able to communicate with the dead.

External cultural life goes to its downfall. A time will come when the skies will be filled with airplanes. Life on earth will wither, but the human soul will grow into the spiritual world. At the end of earth evolution man will have progressed so that there will no longer be a sharp division between the living and the dead. The earth will go over into a spiritual condition again because man will have spiritualized himself. This will give you a basis for a correct answer when people ask, “Death and birth repeat themselves but will this always continue?” There will not be such a difference between living and dying because for human consciousness everything will be spiritualized. The upward development of the whole of mankind leads to the condition that will be experienced on Jupiter.

In speaking about life between death and rebirth we open up a far-reaching realm. There, also, everything is subject to change and transformation, including the intercourse of the living with the dead. We shall gradually penetrate further into the nature of man's existence, into the interplay between his bodily and spiritual nature.

The title of this course of lectures has been announced as “Theosophy according to the Rosicrucian Method.” By this is meant the wisdom that is primeval, yet ever new, expressed in a form suitable for the present age. The mode of thought we are about to study has existed since the fourteenth century, A.D. in these lectures; however, it is not my intention to speak of the history of Rosicrucianism. As you know, a certain kind of geometry, which includes, for instance, the Pythagorean Theorem, is taught in elementary schools of the present day. The rudiments of geometry are learnt quite independently of how geometry itself actually came into being, for what does the pupil who is learning the rudiments of geometry today know about Euclid? Nevertheless it is Euclid's geometry that is being taught. Only much later, when the substance has been mastered, do students discover, perhaps from a history of the sciences, something about the form in which the teaching that is accessible even in elementary schools today originally found its way into the evolution of humanity. As little as the pupil who learns elementary geometry today is concerned with the form in which it was originally given to mankind by Euclid, as little need we concern ourselves with the question of how Rosicrucianism developed in the course of history. Just as the pupil learns geometry from its actual tenets, so shall we learn to know the nature of this Rosicrucian wisdom from its intrinsic principles.

Those who are acquainted merely with the outer history of Rosicrucianism as recorded in literature know very little about the real content of Rosicrucian Theosophy. Rosicrucian Theosophy has existed since the fourteenth century as something that is true, quite apart from its history, just as geometrical truths exist independently of history. Only a fleeting reference, therefore, will here be made to certain matters connected with the history of Rosicrucianism.

In the year 1459, a lofty, spiritual Individuality, incarnate in the human personality who bears in the world the name of Christian Rosenkreuz, appeared as the teacher, to begin with of a small circle of initiated pupils. In the year 1459, within a strictly secluded spiritual Brotherhood, the Fraternitas Roseae Crucis, Christian Rosenkreuz was raised to the rank of Eques lapidis aurei, Knight of the Golden Stone. What this means will become clearer to us in the course of these lectures. The exalted Individuality who lived on the physical plane in the personality of Christian Rosenkreuz worked as leader and teacher of the Rosicrucian stream again and again in the same body, as occultism puts it. The meaning of the expression “again and again in the same body” will also be explained when we come to speak of the destiny of the human being after death.

Until far into the eighteenth century, the wisdom of which we are here speaking was preserved within a strictly secret Brotherhood, bound by inviolate rules which separated its members from the exoteric world.

In the eighteenth century it was the mission of this Brotherhood to allow certain esoteric truths to flow, by spiritual ways, into the culture of Middle Europe; and thus we see flashing up in an exoteric culture many things that are clothed, it is true, in an exoteric form, but which are, in reality, nothing else than outer expressions of esoteric wisdom.

In the course of the centuries many people have endeavoured, in one way or another, to discover the Rosicrucian wisdom, but they did not succeed. Leibnitz tried in vain to get at the source of Rosicrucian wisdom. But this Rosicrucian wisdom lit up like a flash of lightning in an exoteric work which appeared when Lessing was approaching the close of his life. I refer to Lessing's Education of the Human Race. If we do but read it between the lines, then (but only if we are esotericists) we shall recognise in its unusual utterances that it is an external expression of Rosicrucian wisdom. This wisdom lit up in outstanding grandeur in the man in whom European culture and, indeed international culture, was reflected at the turn of the eighteenth century—in Goethe. In comparatively early years Goethe had come into contact with a source of Rosicrucianism and he then experienced, in some degree, a very remarkable and lofty Initiation. To speak of Initiation in connection with Goethe may easily be misleading; at this point therefore it will be well to indicate something of what happened to Goethe during the period after he had left the Leipzig University and before he went to Strassburg. He passed through an experience which penetrated very deeply into his soul and expressed itself outwardly in the fact that during the last period of his stay in Leipzig, he came very near to death.

As he lay desperately ill, he had a momentous experience, passing through a kind of Initiation. To begin with, he was not actually conscious of it but it worked in his soul as a kind of poetic inspiration and the process by which it flowed into his various creations was most remarkable. It flashes up in his poem entitled “The Mysteries,” which his closest friends have considered to be one of his most profound creations. And indeed this fragment is so profound that Goethe was never able to recapture the power to formulate its conclusion. The culture of the day was incapable of giving external form to the depths of life pulsating in this poem. It must be regarded as issuing from one of the deepest founts of Goethe's soul and is a book with seven seals for all his commentators. Then, however, the Initiation took increasing effect in him and finally, as he grew more conscious of it, he was able to produce that remarkable prose-poem known as “The Fairy Tale of the Green Snake and the Beautiful Lily”;—one of the most profound writings in all literature. Those who are able to interpret it rightly know a great deal of the Rosicrucian wisdom.

At the time when Rosicrucian wisdom was intended to flow gradually into the general life of culture, it happened, in a manner of which I need not speak further now, that a kind of betrayal took place. Certain Rosicrucian conceptions found their way into the world at large. This betrayal on the one hand, and on the other the fact that it was necessary for Western culture during the nineteenth century to remain for a time on the physical plane uninfluenced by esotericism—these two facts made it imperative that the sources of Rosicrucian wisdom, and above all its great Founder, who since its inception had been constantly on the physical plane, should, to all appearances, withdraw. Thus during the first half and also during a large part of the second half of the nineteenth century, little of the Rosicrucian wisdom could be discovered. Only now, in our own time, has it become possible again to make the Rosicrucian wisdom accessible and allow it to flow into general culture. And if we think about this culture we shall discover the reasons why this had to be.

I will now speak of two characteristics of the Rosicrucian wisdom, which are important in connection with its mission in the world. One has to, do with the attitude of the human being towards this Rosicrucian wisdom-which must not be identified with the occult form of Christian-Gnostic wisdom. We must touch briefly upon two facts appertaining to the spiritual life if we are to be clear about the fundamental character of Rosicrucian wisdom. The first of these is the relationship of the pupil to the teacher; and here again there are two aspects to consider. We shall speak, first, of “Clairvoyance,” and secondly, of what is sometimes called “Belief in Authority.” “Clairvoyance”—the term is really inadequate—comprises not only spiritual seeing but also spiritual hearing. These two faculties are the source of all knowledge of the world's hidden wisdom and true knowledge of the spiritual worlds can come from no other source.

In Rosicrucianism there is an essential difference between the actual discovery of spiritual truths and the understanding of them. Only those who have developed spiritual faculties in a fairly high degree can themselves discover a spiritual truth in the higher worlds. Clairvoyance is the necessary pre-requisite for the discovery of a spiritual truth, but only for its discovery. For a long time to come, nothing will be taught exoterically by any genuine Rosicrucianism that cannot be grasped by the ordinary logical intellect. That is the essential point. The objection that clairvoyance is necessary for understanding the Rosicrucian form of Theosophy is not valid. Understanding does not depend upon the faculty of seership. Those who are incapable of grasping the Rosicrucian wisdom with their thinking have simply not developed their logical reasoning powers to a sufficient extent—that is all. Anyone who has absorbed all that modern culture is able to give; who is not too lazy to learn and has patience and perseverance can understand what a Rosicrucian teacher has to impart. Those who have doubts about Rosicrucian wisdom and who say that they cannot grasp it must not cast the blame on the fact that they are incapable of rising to the higher planes. The fault lies in their unwillingness either to exert their reasoning powers sufficiently or to put the experiences gained from general culture to adequate use. Just think of the tremendous popularisation of wisdom that has taken place since the appearance of Christianity down to the present day, and then try to picture Christian Rosicrucianism as it was in the fourteenth century. Think of the relation of a human being then living in the world, with his teachers. It was only possible in those days to work by means of the spoken word. People do not, as a rule, rightly appraise what tremendous development has taken place since that time. Think only of what has been achieved by the art of printing. Think of the thousands and thousands of channels through which, thanks to this discovery, the highest achievements of Culture have been able to flow into civilisation. From books down to the latest newspaper article, you can perceive the innumerable channels through which countless ideas flow into life. These channels have only been open for mankind since that time and they have had the effect of making the Western intellect assume quite different forms. The Western mind has worked quite differently since then and the new form of wisdom had necessarily to reckon with this fact. A form had to be created which would be able to hold its ground in face of all that flows into life along these thousands of channels. Rosicrucian wisdom can hold its own against any objection that might be raised by either popular or technical science. Rosicrucian wisdom contains within itself the sources which enable it to counter every objection made by science. A true understanding of modern science, not the dilettante understanding to be found even in University Professors, but understanding that is free from abstract theorising and materialistic conjectures, standing firmly upon the basis of facts and not going beyond them, can find from science itself the proofs of the spiritual truths of Rosicrucianism.

A second point concerning the relationship between teacher and pupil in Rosicrucianism is that the relationship of the pupil to the “Guru” (as the teacher is called in the East) is fundamentally different from that prevailing in other methods of Initiation. In Rosicrucianism this relationship cannot in any way be said to be based upon belief in authority. Let me make this clear to you by an example drawn from everyday life. The Rosicrucian teacher desires to stand in no different relation to his pupil than does a teacher of mathematics to his students. Can it be said that the student of mathematics depends upon his teacher simply out of belief in authority? No! And can it be said that the student of mathematics does not need the teacher? Some people may argue that he does not, because he may have discovered how to teach himself from good books. But this is simply a different situation from the one where student and teacher are sitting in front of each other. In principle, of course, self-instruction is possible. Equally, every human being, provided he reaches a certain stage of clairvoyance, can discover the spiritual truths for himself but this would be a much lengthier path. It would be senseless to say: My own inner being must be the sole source of all spiritual truths. If the teacher knows the mathematical truths and imparts them to his pupil, the pupil is no longer called upon to have “belief in authority” for he grasps these truths through their own inherent correctness and all he needs is to understand them. So is it with all occult development in the Rosicrucian sense. The teacher is the friend, the counselor, one who has already lived through the occult experiences and helps the pupil to do so himself. Once a man has had these experiences he need as little accept them on authority as in mathematics he need accept on authority the statement that the three angles of a triangle are equal to 180°. In Rosicrucianism there is no “authority” in the ordinary sense. It is far rather a matter of what is required for shortening the path to the highest truths.

That is the one side of the question; the other is the relation of the spiritual wisdom to culture in general.

These lectures will show you that it is possible for truth to flow directly into practical life. We are not setting up a system that is applicable in theory only; we are speaking of teachings which can be put to use in practical life by anyone who desires to know the foundations of the science of worlds and to allow the spiritual truths to flow into everyday life. Rosicrucian wisdom must not stream only into the head, nor only into the heart, but also into the hand, into our manual capacities, into our daily actions. It does not take effect as sentimental sympathy; it is the acquisition, by strenuous effort, of faculties enabling us to work for the well-being of humanity. Suppose some society was to proclaim human brotherhood as its aim and was to do no more than preach brotherhood. That would not be Rosicrucianism. For the Rosicrucian says: Suppose a man is lying in the road with a broken leg. If fourteen people stand around him pityingly but not one of them is able to help, the whole fourteen together are of less importance than a fifteenth who comes, perhaps, without any sentimentality at all, but is able to and actually does deal with the broken leg. The attitude of the Rosicrucian is that what counts is knowledge able to take hold of and intervene effectively in life. Rosicrucian wisdom considers that repeated talk about pity and sympathy has an element of danger in it for continual emphasis upon sympathy denotes a kind of astral sensuality. Sensuality on the physical plane is of the same nature on the astral plane. It is the attitude that is always only willing to feel and not to know. Knowledge that is capable of taking effect in practical life—not, of course in the materialistic sense but because it is brought down from the spiritual worlds—this is what enables us to work efficaciously. Harmony flows of itself from knowledge that the world must progress; and it flows all the more surely because it arises quite naturally out of knowledge. Of a man who knows how to deal with a broken leg, people might say: If he is no friend of humanity, he may just let the sufferer lie. Such a thing would be possible in the case of knowledge pertaining only to the physical plane. But it would not be possible for spiritual knowledge. There is no spiritual knowledge that would refrain from entering into practical life.

This, then, is the second aspect of Rosicrucian wisdom, namely, that it can be discovered only through the powers of clairvoyance but can be understood by normal human reason. It may seem strange to say that in order to have experiences in the spiritual world you must become clairvoyant, but that in order to understand what the clairvoyant sees, this is not necessary. A seer who descends from the spiritual worlds and tells of what comes to pass there, bringing to the knowledge of men something that is necessary for humanity at the present time, can be understood if those who listen are willing to understand. For the constitution of the human being is such that it can be intelligible to him.

First of all we shall study the seven-fold nature of man according to the Rosicrucian teaching. We shall consider the whole nature of man as he confronts us; we shall learn to understand the nature of the physical body, which everyone thinks he knows all about but in reality knows nothing. As little as we can see the oxygen in water but must separate it from the hydrogen in order to recognise it, as little do we see the real physical human being when we look at another man standing before us. Man is a combination of physical body, etheric body, astral body and the other higher members of his being, as water is a combination of oxygen and hydrogen. The being who stands before us is the sum total of all these members! If we are to see the physical body alone, the astral body must have separated from it: this is the condition in dreamless sleep. Sleep is a kind of higher chemical separation of the astral body with the higher members of man's nature, from the etheric and physical bodies. But even then it cannot be said that we have the real physical body before us. The physical body is alone only at death, when the etheric body too has left it.

This has a direct and concrete bearing. I will make it clear to you by means of an example. Think of some particular part of the astral body. In the remote past, the pictures which the human being perceived in dim, shadowy clairvoyance, worked very differently than do mental images today. These pictures were impressed, first of all, into the astral body. Let us suppose that at one time pictures of the three dimensions of space—length, breadth, and depth—were impressed into the astral body. This picture of three-dimensional space which was once impressed into the astral body through the old, dim clairvoyance was carried over into the etheric body. Just as a seal is pressed into liquid sealing wax, so did the astral picture impress itself into the etheric body and this in turn moulded the forms of the physical body. Thus the picture of three-dimensional space built an organ in a particular area of the physical body. Originally there was a picture in the astral body of the three perpendicular directions of space; this picture impressed itself, like a seal into wax, into the etheric body and a certain part of the etheric body moulded an organ in the interior of the human ear, namely, the three semi-circular canals. You all have them within you; if they are in any way impaired you cannot orientate yourself within the three directions of space; you get giddy and cannot stand upright. Thus are the pictures of the astral body connected with the forces of the etheric body and the organs of the physical body.

The whole physical body of man in its plastic forms is nothing else than a product of the pictures of the astral body and the forces of the etheric body. Hence those who have no knowledge of the astral and etheric bodies cannot understand the physical body. The astral body is the predecessor of the etheric body and the etheric body is the predecessor of the physical body. Thus the matter is complicated. The three semi-circular canals are a physical organ, just as is the nose. All noses differ from one another although there may be resemblance between the noses of parents and children. If you were able to study the three semicircular canals in the ears of human beings, you would find difference and resemblance just as in the case of noses, for these canals may resemble those of the mother or father. What is not inherited is the innermost spiritual core of being, the Eternal in man which passes through the successive incarnations. Individual talents and faculties are not determined by the brain. Logic is the same in mathematics, in philosophy, or in practical life. The difference in the quality of the faculties becomes apparent only when logic is applied in domains where knowledge depends, for instance, upon the functioning of the semi-circular organs in the ear. Mathematical talent will be particularly marked when these organs are highly developed. An example of this is the Bernoulli family, which produced a succession of fine mathematicians. An individual may possess great incipient talent for music or some other art, but if he is not born into a human body that has inherited the requisite organic structures, he cannot bring these talents to expression.

So you see, the physical world cannot be understood without knowledge of how it is constituted. The Rosicrucian does not consider it his task to withdraw in any way from the physical world. Certainly not! For what he has to do is to spiritualise the physical world. He must rise to the highest regions of spiritual life and with the knowledge there obtained labour actively in the physical world, especially in the world of men.

This is the Rosicrucian attitude-the direct outcome of Rosicrucian wisdom. We are about to study a system of wisdom which will enable us to understand even the smallest things; and we shall not forget that the smallest thing in the world can be of importance to the greatest, that the smallest thing, in its rightful place, can lead to the highest of goals!

In order that you may better understand the Law of Karma as it works in human life, I shall speak of what happens immediately after the death of a human being. We heard of the memory-tableau which appears when he is freed from the physical body and is living for a short time in the etheric and astral bodies before passing through the Elemental World.

To help you to understand the inner working of karma, let me describe a strange feeling that arises during the experience of this great tableau. It is the feeling of expansion, growing out of oneself. This feeling becomes stronger and stronger as long as the human being is living in his etheric body. He has a strange experience in connection with this tableau. To begin with, he sees pictures of his past life as in a panorama. Then a moment comes, not very long after death and lasting for hours, even days, according to the nature of the individuality, where he feels: I am myself all these pictures. He feels his etheric body growing and expanding as if it embraced the whole sphere of the Earth, as far as the Sun.

Then, when the etheric body has been abandoned, another very remarkable feeling arises. It is really difficult to describe this feeling in words drawn from the physical world. It is a feeling of expansion into wide cosmic space but as though one were not actually within every place. The experience can only be approximately described. The individual feels as though with one part of his being he were in Munich, with another part of his being in Mainz, with a third in Basle, and with another far outside the Earth sphere, perhaps in the Moon. He feels as though he were dismembered, as though he were not connected with the spaces in between. That is the peculiar way of experiencing oneself as an astral being, spread out in space, transferred to different centres, but not filling the regions between them.

This experience lasts throughout Kamaloca during which period man is living through his life backwards to his birth. He lives through all that belongs to his life and these experiences then become part of the rest of his life in Kamaloca. It is important to know this in order to picture how the law of Karma works. The individual feels, at the beginning, as though he were within that human being with whom he was last connected and then, retrogressively, within all the persons and other beings with whom he was associated during his life.

Suppose, for example, you once thrashed a man in Mainz. After your death, when the time comes, you experience the thrashing you gave him, with its accompanying pain. If this man is still in Mainz, a part of your astral body after your death feels as if it were in Mainz, experiencing the event there. If the person you thrashed has died in the meantime, you feel yourself at the place in Kamaloca where he now is. You have, of course, been related not only with one but with many human beings who are scattered over the Earth in Kamaloca. You are everywhere and this gives rise to the feeling of dismemberment of the bodily nature in Kamaloca. It is thereby possible for you to experience, within all these others, the associations you had with them, and you thus form a lasting connection with everyone with whom you have come into contact. You have a tie with this man whom you thrashed because you have lived with him in Kamaloca. Later on you pass into Devachan and then, in turn, back through Kamaloca. Now, during the process of up-building, your astral body once again finds the ties which bind it to the man with whom you were united. And since there are many such connections you see you are linked by a kind of bond with everything with which you were associated.

The event observed by occult sight of which I told you in the last lecture, offers a clear explanation here. Five Vehmic judges in the Middle Ages condemned a man to death and executed the sentence themselves. In his previous life, this man had been a kind of Chief and had ordered the death of the five. Then the Chief died and passed into Kamaloca. During this period he was transported into the others at the place where they now were and he was obliged himself to experience what they had felt when they had been put to death. This is the starting-point of forces of attraction which bring human beings together when they return to the Earth, in order that the law of Karma may be fulfilled.

Such is the technique of karma, the way in which karma works. You see from this that there are forms of existence, kindred ties, which begin already on the astral plane. On the physical plane there is continuity of substance; on the astral plane, however, related yet separated parts of the bodily nature may be experienced. It is as if you were to feel your head, then nothing at all between head and heart, then the heart, then the feet, with nothing between heart and feet. One part of you may be in America, quite separated from but yet belonging to your astral being; another part may be on the Moon and a third on yet another planet; there need be no visible astral connection between these parts of your being.

This view of the law of Karma makes it clear that what arises in one human life-cycle is the outcome of many causes which lie in past lives. How is the law of Karma to be reconciled with heredity? It is said that there are many contradictions between heredity and this law.

People are apt to say of a gifted man that he must be the offspring of a gifted family, that he must have inherited his talents from his forefathers. When we observe the physical processes from the occult standpoint we know that it is not like this. We can, however, in a certain sense speak of processes of physical heredity, and we will take an example.

Within a period of 250 years, twenty-nine musicians were born in the Bach family, among them the great Bach. A good musician needs not only the inner musical faculty but also a well-formed physical ear, a special form of ear. Laymen cannot perceive the differences here; it is necessary to look very deeply, with occult powers. Although the differences are very slight, a particular inner form of the organ of hearing is necessary if a man is to become a musician, and these forms are transmitted by heredity they resemble those which have been present in the father, grandfather and so on.

Suppose that on the astral plane there is an individual who acquired great musical faculties hundreds or thousands of years ago; he is ready for reincarnation and is seeking a physical body. If he cannot find a physical body possessing suitable ears, he cannot be a musician. He must look around for a family which will provide the musical ear; without it his musical talents could not manifest, for the greatest virtuoso can do nothing unless he has an instrument.

Mathematical talent also needs something quite specific. A particular construction of the brain is not, as many people think, necessary for mathematicians. Thinking, logic, is the same in the mathematician as in others. What is needed here is a special development of the three semi-circular canals in the ear which lie in the three directions of space. Special development of these canals determines mathematical talent—herein lies the gift for mathematics. This is a physical organ and its form must be transmitted by heredity. It will be remembered that eight first-class mathematicians were born in the Bernoulli family.

A man of high moral principles also needs parents who transmit a physical body suitable for the functioning of his moral gifts. And he has these parents and no others because he is this particular kind of individuality.

The individuality himself seeks his parents, although under the guidance of higher Beings. From the point of view of mother-love many people take exception to this fact. They are fearful that they might lose something if the child were not to inherit certain qualities from the mother. True knowledge, however deepens mother-love, for it reveals that this love is present before birth, even before conception, as a force which guided the child to the mother. The child loves the mother even before birth and mother-love is the reciprocal force. Spiritually regarded, therefore, mother-love extends to the time before birth; it is rooted in mutual feelings of love.

It is often imagined that the human being is subject to the irrevocable law of karma in which nothing can be changed. Let us take a simile from everyday life to explain the working of this law.

A merchant makes entries of debits and credits in his account books; taken together, these entries tell him the state of his business. The financial state of his business is subject to the inexorable law governing the calculation of debit and credit. If he carries through new transactions he can make additional entries and he would be a fool if he were unwilling to embark on other business because a balance was once drawn up. In respect of karma, everything good, intelligent and true that has been done by a man stands on the credit side; evil or foolish deeds stand on the debit side. At every moment he is free to make new entries in the karmic book of life. It must never be imagined that life is under the sway of an immutable law of destiny; freedom is not impaired by the law of karma. In studying the law of karma, therefore, the future must be borne in mind as strongly as the past. Bearing within us the effects of past deeds, we are the slaves of the past, but the masters of the future. If we are to have a favourable future, we must make as many good entries as possible in the book of life.

It is a great and potent thought to know that nothing we do is in vain, that everything has its effect in the future. The law of karma is the reverse of depressing; it fills us with splendid hope and knowledge of it is the most precious gift of Spiritual Science. It brings happiness inasmuch as it opens out a vista into the future. It charges us to be active for its sake; there is nothing in it whatever to make us sad, nothing which could give the world a pessimistic colouring; it lends wings to our will to co-operate in the evolution of the earth. Such are the feelings into which knowledge of the law of karma must be translated.

When a human being is suffering, people sometimes say: “He deserves his suffering and must bear his karma; if I help him, I am interfering with his karma.” This is nonsense. His poverty, his misery is caused through his earlier life, but if I help him, new entries will be made in his book of life; my help brings him forward. It would be foolish to say to a merchant who could be saved from disaster by 1,000 or 10,000 Marks: “No, for that would alter your balance.” It is precisely this possibility of altering the balance that should induce us to help a man. I help him because I know that nothing is without its karmic effect. This knowledge should spur us on to purposeful action.

Many people dispute the law of karma from the standpoint of Christianity. Theologians maintain that Christianity cannot acknowledge this law because it is irreconcilable with the principle of the vicarious Death. And there are even certain Theosophists who say that the law of karma contradicts the principle of the Redemption, that they cannot acknowledge the help given to the many by an individual. Both are wrong for neither has understood the law of karma.

Suppose some human being is in distress. You yourselves are in a more fortunate position and can help him. By your help you make a new entry in his book of life. A more influential person can help two, and affect the karma of both of them. A man who is still more powerful can help ten or a hundred people and the most powerful can help unnumbered human beings.

This does not by any means run counter to the principle of karmic connections. Precisely because of the absolute reliability of the law of karma we know that this help does indeed influence the destiny of the human being.

Mankind was verily in need of help when the Christ was sent to this plane. The death on the Cross of the Redeemer, of the one central Being, was the help that intervened in the karma of untold numbers of men. There is no variance between Christian Esotericism and Spiritual Science when both are rightly understood. There is profound agreement between the laws of both and we are by no means obliged to abandon the principle of the Redemption.

We penetrate still more deeply into the law of karma when we study the evolution of humanity as well as the evolution of the Earth. We have considered certain facts which help us to understand this law of karma, and we shall understand it still better when we pass on to the evolution of humanity itself, not only during the Earth period but also during the other planetary incarnations of the Earth. We shall discover certain supplementary details of this law when we go back to ages in the remote past and receive indications, too, about the far future. By way of introduction we will consider a fact of great significance.

We have realised from what has been said that the external, physical body of man—the part of him that we see with physical eyes—is built up by the higher members of his being; Ego, astral body, etheric body and all the members up to Atma, the highest of them, work at the physical body. The various parts of the body, as they exist in the human being today, are not of equal but of different value in his nature. Even superficial thought will make us realise that the physical body is the most perfect part of our nature. Take, for example, a part of the thigh-bone. This is not simply a compact, solid bone, but full of artistry, constructed as it were of intersecting beams. Anyone who studies this bone not only with the intellect but also with feeling will marvel at the wisdom which, in its creation, has used no more material than is essential to support the upper body with the smallest possible amount of power. No engineering art applied to the building of a bridge is equal to the wisdom that has brought such a bone into existence!

If we investigate the human heart, but not merely with the eye of the anatomist or physiologist, we shall find here an expression of sublime wisdom. Do not imagine that the astral body of man today is as far advanced in development as the physical heart. The heart has been built up with art and with wisdom; the astral body, with its desires, induces the human being to pour definite heart-poison into himself for many decades, but the heart withstands it for many decades. Only at a future stage of evolution will the astral body have reached the stage of development of the physical body today, and then it will be at a far, far higher level than the physical body. Today the physical body is the most perfect; the etheric body is less perfect, the astral body still less perfect, and the Ego is the “baby” among the bodies.

The physical body as it is today, is the oldest member of man's being; work has been performed on it for the longest period of time and not until it had reached a certain stage in the course of evolution was it permeated by the etheric body. When these two bodies had worked together for a time, the astral body was added, and then, finally, the “I”, which in the future will attain undreamed of heights of development. Just as the human being has repeated incarnations, so, too, the Earth, has passed through incarnations and will pass through still others in the future. Reincarnation is enacted throughout the Cosmos. Our Earth in its present form is the reincarnation of earlier planetary bodies of which there have been three. Before our Earth became Earth, it was what is called by occultism—not by Astronomy—the Moon. The present Moon is as it were a body of dross which was discarded as useless.

If we could mingle Earth and Moon, together with all their substances and all their beings, we should have the “occult Moon”—the forerunner of the Earth; the Earth of today is the remnant of the Old Moon that remained after the dross had been thrown off just as the Moon of today is a discarded remnant of the Old Moon incarnation of the Earth, so is the Sun in the heavens a body that proceeded from a still earlier condition of the Earth. Before the Earth was Moon, it was, as we say in Occultism, Sun, and this Sun was composed of all the substances and beings which today form Sun, Moon and Earth. This Sun released itself from the substances and beings which form the Earth and the Moon of today, which it could not, as a higher celestial body, retain and it thereby became a fixed star. Occultists know that a fixed star need not always have been a fixed star. The Sun only became a fixed star after having been a planet.

The Sun we see today was once united with the Earth and took with it many beings who were at a higher stage of development than the beings of the Earth; just as with the Moon that we see went the interior portions and the Moon is therefore a body of discarded dross. The Moon is a planet that has degenerated; the Sun is a body that has ascended.

The Sun existence was preceded by the Saturn existence. Thus there are our consecutive incarnations of the Earth: Saturn, Sun, Moon, Earth. When the forerunner of the human being was developing on Saturn, his only principle was that of the physical body; the etheric body was added on the Sun, the astral body on the Moon, and the “I” on the Earth.

The lecture entitled “Blood is a very special fluid” will have shown you how intimately the “I” is connected with the blood. This blood was not within the human body before the embodiment of an Ego, so that this red human blood is connected with the evolution of the Earth as such. It could not have been formed at all if the Earth, in its evolutionary course, had not come together with another planet, namely, with Mars. Before this contact of the Earth with Mars, the Earth had no iron; there was no iron in the blood; the blood upon which the human being is dependent today, did not exist. In the first half of Earth existence, the influence of the planet Mars is the ruling factor, and the influence of the planet Mercury in the second half.

Mars has given iron to the Earth and the Mercury influence manifests on the Earth in such a way that it makes the human soul more and more free, more and more independent. In occultism therefore, we speak of the Mars half of Earth evolution and of the Mercury half. Whereas the other names describe a whole planet, Earth evolution is spoken of as “Mars-Mercury.” Used in this connection the names do not designate the planets we know today but the influences at work during the first and second halves of Earth evolution.

In the future the Earth will incarnate as a new planetary body, known as Jupiter. The human astral body then will have developed to a stage where it no longer confronts the physical body as an enemy, as is the case today, but it will still not have reached its highest stage. The etheric body on Jupiter will have reached the stage at which the physical body is now, for it will then have three planetary evolutions behind it as the physical body has today.

On the planetary body following Jupiter, the astral body will have developed as far as the physical body of today; it will have behind it the Moon, Earth and Jupiter evolutions and will have reached the Venus evolution. The final planetary incarnation will be that of Vulcan, when the “I”, the Ego, will have attained the highest stage of its development. The future incarnations of the Earth will thus be: Jupiter, Venus and Vulcan. These designations are also found in the names of the days of the week.

There was a time when the names of the things and facts around us in our lives were given by the Initiates. Men have no inner feeling today of the way in which names really belong to things. The names given to the days of the week were meant to be reminders to human beings of their development through the evolutionary stages of the Earth.

Saturday (Sonnabend) is Saturn-day; Sunday (Sonntag) = Sun-day; Monday (Montag) = Moon-day. Then Mars and Mercury, the two conditions of our Earth. Mars-day (Dienstag) = Tuesday, in old German Ziu—Dinstag; in French, Mardi, in Italian Martedi. Wednesday (Mittwoch) is Mercury-day, in Italian Mercoledi, in French Mercredi; Mercury is the same as Wotan; Tacitus speaks of Wotan's day, in English Wednesday. Then comes the Jupiter day; Jupiter is the Germanic Donar, hence Donnerstag, in French Jeudi, in Italian Giovedi. Then Venus-day; Venus is the Germanic Freia; Freitag, in French Vendredi and in Italian Venerdi.

Thus in the names of the consecutive days of the week we have reminders of the development of the Earth through its different incarnations.

The grasp of life given by Theosophy is in the highest sense practical. The light it throws on questions of education will be deeply useful to humanity long before people are clairvoyant, and long before a person attains to direct vision he can convince himself that in Theosophy the truth about life is to be found.

Once he is born, the human being enters on a new life, and his various bodies develop in different ways and at different times. The educator should always bear this in mind. The period from the first to the seventh year is very different from the second seven-year period from the seventh to the fifteenth or sixteenth year—earlier with girls, later with boys. Then there is a change again after the sixteenth year, or shall we say after puberty. We can properly understand how a human being grows to maturity only if we keep before our eyes the different ways in which the various members of his being develop.

From birth to the seventh year it is really only the physical body that parents and educators have to consider. At birth the physical body is released into its environment; before birth it is part of the maternal organism. During the whole period of pregnancy the life of the mother and of the human embryo are intermingled. The physical body of the mother surrounds the physical body of the child, so that the outer world has no access to the child. At birth, things change; only then can the child receive impressions from other beings in the physical world. But the child's etheric and astral bodies are still not open to the external world; up to the seventh year, indeed, the external world cannot influence them, for they are inwardly absorbed in building up the physical body. At about the seventh year the etheric body begins to be free to receive impressions from outside, and it can then be influenced. But from the seventh to the fourteenth year no attempt should be made to influence the astral body, or its inward activity will be disturbed. During the first seven years it is best to leave the etheric and astral bodies quite unmolested and to rely on everything happening of its own accord.

The best way to influence the child during his first seven years is through the development of his sense-organs. All the impressions they receive from the outer world are significant, and everything a child sees or hears affects him in terms of his sense-organs. The sense-organs, however, are not influenced by lesson-books or verbal teaching, but by means of example and imitation. The most important thing during the first seven years is to nourish a child's sense-organs. He will see with his eyes how people round him are behaving. Aristotle²³ was quite right in saying that man is the most imitative of all creatures; and this is particularly true during the first seven years. Hence during these years we must try to influence a child's senses, to draw them out so that they become active on their own account. That is why it is such a mistake to give a child one of those “beautiful” dolls; they hinder him from setting his own inner powers to work. A normal child will reject the doll and be much happier with a piece of wood, or with anything which gives his imagination a chance to be active.

No particular method of teaching is needed for the etheric and astral bodies, but it is extremely important that the subtler influences which pass over to them unconsciously from their environment should be favourable. It is very important that during these early years a child should be surrounded by noble-minded, generous-hearted and affectionate people with good thoughts, for these stamp themselves on the child's inner life. Example, therefore, in thought and in feeling is the best means of education at this stage. It is not what we say but what we are that influences a child during his first seven years. Because of the extreme sensitivity of the inner members of a child's being, his surroundings should be kept free from all impure, immoral thoughts and feelings.

From the seventh to the fourteenth, fifteenth or sixteenth year—that is, until puberty—the etheric body goes through a liberation, just as the physical body is thrown open to its environment at birth. During this period, then, we must direct our efforts to the etheric body, the vehicle of memory, of lasting habits, of temperament and inclinations and enduring desires. Accordingly, when the etheric body is set free we must take every care to develop these features; we must influence a child's habits, his memory, everything which will give his character a firm foundation. The child will grow up like a will-o'-the-wisp if care is not taken to imbue his character with certain lasting habits, so that with their aid he will stand firm against the storms of life. This, too, is the time for exercising his memory; memorising is more difficult after this age. It is at this time also that a feeling for art awakens, particularly for the art of music, so closely associated with the vibrations of the etheric body. If any musical talent exists, this is when we should do all we can to encourage it. This again is the time for stories and parables; it is wrong to try to develop critical faculties so early. Our age sins greatly in this respect. Care must be taken to see that the child learns as much as possible through stories and analogies; we must store his memory with them and must see to it that his power of comparison is exercised on concepts drawn from the sense-world. We must bring before him examples taken from the lives of the great men of history, but there must be no talk of “this is good” or “this is bad”, for that would make a demand on his judgment. We can hardly place too many such pictures or examples before the child; these are the things which act on the etheric body. This, too, is the age when stories and fairy tales, which represent human life in the form of pictures, have a powerful effect. All this makes the etheric body supple and plastic and provides it with lasting impressions. How grateful Goethe must have been to his mother for telling him so many fairy stories at this age!

The later the power of critical judgment is aroused in a child, the better. But children ask “why?” We should answer such questions not with abstract explanations but through examples and images. And how infinitely important it is to find the right ones! If a child asks questions about life and death, and the changes that accompany them, we can use the example of the caterpillar and the chrysalis, and explain how the butterfly arises from the chrysalis to a new life. Everywhere in nature we can find such comparisons, relevant to the highest questions. But quite specially important for the child of this age is authority. It must not be an enforced authority—the teacher must gain his authority quite naturally, so that the child will believe before it has knowledge to go on. Theosophical education demands of the teacher not only intellectual knowledge, not only educational principles and insights; it demands that the type of people chosen to be teachers must be those whose natural gifts show promise of their becoming “an authority”. Does this seem too much to ask? Surely we cannot fail to get such teachers, since the future of mankind depends on it. Here a great cultural task for Theosophy opens up.

When the child enters the third period of seven years, the age of puberty, the astral body is liberated; on it depends the power of judgment and criticism and the capacity for entering into direct relationships with other human beings. A young person's feelings towards the world in general develop in company with his feelings towards other people, and now he is at last mature enough for real understanding. As the astral body is liberated, so is the personality, and so personal judgment has to be developed. Nowadays young people are expected to offer criticism much too early. Seventeen-year-old critics can be found in abundance, and many of the people who write and pass judgments are quite immature. You have to be twenty-two or twenty-four before you can offer a sound judgment of your own; before then it is quite impossible. From the fourteenth to the twenty-fourth year, when everything around him can teach a person something, is the best time for learning from the world. That is the way to grow up into full maturity.

These are the great basic principles of education; countless details can be deduced from them. The Theosophical Society is to publish a book²⁴ for teachers and mothers which will show how from birth to the seventh year the essential thing is example; from the seventh to the fourteenth year, authority; from the fourteenth to the twenty-first year the training of independent judgment.

This is one example of how Theosophy seeks to lay hold of practical life through all its stages.

Another example of practical Theosophy can be drawn from a study of the great law of karma: a law which really makes life comprehensible for the first time. The law of karma is not mere theory, or something that merely satisfies our curiosity. No, it gives us strength and confidence at every stage in life, and makes intelligible much that would otherwise be unintelligible.

First of all, the law of karma answers the great human question: why are children born into such widely differing conditions? For instance, we see one child born to wealth, perhaps endowed also with great talents and surrounded by the most loving care. And we see another child born to poverty and misery, perhaps with few talents or abilities, and so apparently predestined to failure—or a child may have great abilities but no chance to develop them. These are serious problems, and only Theosophy gives an answer to them. If we are to face life with strength and hope we must find an answer. How then does the law of karma answer these riddles?

We have seen that a man passes through repeated lives on Earth, and that when a child is born, it is not for the first time: he has been on Earth many times before. Now in the external world the rule of cause and effect prevails, as everyone recognises, and it is this great natural law of cause and effect which we see, carried over into the spiritual realm, as the law of karma.

How does the law work in the external world? Take a metal ball, heat it and put it on a wooden board. It will burn a hole in the wood. Take another ball, heat it but throw it into water before you put it on the board, and then it will not burn a hole. The fact that the ball was thrown into the water is significant for its later behaviour. The ball goes through a sort of experience, and its behaviour will vary accordingly. Thus the effect depends on the cause. This is an example from the inanimate world, but the same law holds everywhere. Animals gradually lose their eyesight if they go to live in dark caves. Now suppose that in a later generation such an animal were able to reflect: why have I no eyes? It would have to conclude that the cause of its fate was that its ancestors had gone to live in caves. Thus an earlier experience shapes a later destiny, and so the rule of cause and effect holds.

The higher we move in the scale of nature towards man, the more individual does destiny become. Animals have a group-soul, and the destiny of a group of animals is bound up with the group-soul. A man has his own Ego, and the individual Ego undergoes its destiny just as the group-soul of animals does. A whole species of animal may change over the generations, but with man it is the individual Ego that changes from one life to another. Cause and effect go on working from life to life: what I experience today has its cause in a previous life, and what I do today shapes my destiny in my next life. The cause of different circ*mstances at birth is not to be found in this life; nothing immediate is responsible for it. The cause lies in earlier lives. In a previous life a man has prepared his present destiny.

Surely, you might say, it is just this that must depress a man and rob him of all hope. But in fact the law of karma is the most consoling law there is. Just as it is true that nothing exists without a cause, so it is equally true that nothing existing remains without its effects. I may be born in poverty and misery; my abilities may be very limited; yet whatever I do must produce its effect, and whatever I accomplish now, by way of industry or moral activity, will certainly have its effect in later lives. If it depresses me to think that I have deserved my present destiny, it may equally cheer me to know that I can frame my future destiny myself. Anyone who really takes this law into his thinking and feeling will soon realise what a sense of power and of security he has gained. We do not have to understand the law in all its details; that becomes possible only at the higher stages of clairvoyant knowledge. Much more important is it that we should look at the world in the light of this law and live in accordance with it. If we do this conscientiously over a period of years, the law will of its own accord become part of our feelings. We verify the truth of the law by applying it.

At this point all sorts of objections may arise. Someone may say: “Then we should certainly become sheer fatalists! If we are responsible for whatever happens to us and cannot change it, the best thing is to do nothing. If I am lazy, that is my karma.” Or perhaps someone will say: “The law of karma says we can bring about favourable consequences in our next life. I will start being really good in a later life; for the moment I will enjoy myself. I have plenty of time; I shall be returning to Earth and I will make a start then.” Someone else says: “I shall not help anyone any more, for if he is poor and wretched and I help him I shall be interfering with his karma. He has earned his suffering; he must look after changing his karma by his own efforts.”

All these objections reveal a gross misunderstanding. The law of karma says that all the good I may have done in this life will have its effect, and so will everything bad. Thus in our Book of Life there is a kind of account-sheet, with debit and credit sides, and the balance can be drawn at any moment. If I close the account and draw the balance, that will show my destiny. At first this seems to be a hard, unbending law, but it is not so. A true comparison with the ledger would run as follows: each new transaction alters the balance and each new action alters the destiny.

After all, a merchant does not say that since every new transaction upsets his balance, he can do nothing about it. Just as the merchant is not hindered by his ledger from doing new business, so in life a man is not hindered from making a new entry in his Book of Life. And if the merchant got into difficulties and asked a friend to lend him a thousand marks to help him to recover, it would be nonsense if his friend replied that he really couldn't do anything because it would mean interfering with the state of his friend's account-book. In the same way it would be nonsense if I refused to help another man in order not to come into conflict with the law of karma. However firmly I believe in the law of karma, there is nothing to prevent me from relieving any misery and poverty. On the contrary, if I did not believe in the law, I might doubt whether my help would have any effect: as it is, I know that my help will have a good effect. It is this aspect of karma which can console us and give us energy for action. We ought to think of the law of karma not so much in its relation to the past as in its bearing on the future. We may indeed look back on the past and resolve to bear its karma, but above all we should be positively active in laying a foundation for the future.

Christian clergymen often raise the objection: “Your Theosophy is not Christian, for it ascribes everything to self-redemption. You say a man must work out his own karma quite alone. If he can do this, what place is there for Christ Jesus, who suffered for all mankind? The Theosophist says he needs no help from anyone.”

All this indicates a misunderstanding on both sides. Our critics do not realise that free-will is not restricted by the law of karma. The Theosophist, on his side, needs to see clearly that because he believes in karma he does not depend entirely on self-help and self-development; he must recognise that he can be helped by others. And then a true reconciliation between the law of karma and the central fact of Christianity will not be hard to find. This harmony has always existed; the law of karma has always been known to esoteric Christianity.

Let us imagine two people: one is in distress because of his karma, the other helps him because he has the power to do so, and in this way the karma of the former is improved. Does this exclude the law? On the contrary, it confirms it. It is precisely the working of the law of karma which makes the help effective.

If someone has more power than this, he may be able to help two or three or four others if they are in need. Someone still more powerful may be able to help hundreds or thousands and influence their karma for the better. And if he is as powerful as Christianity represents Christ to be, he may help the whole of humanity just at a time when it is in special need of help. But that does not make the law of karma ineffective; on the contrary, Christ's deed on Earth is effective precisely because the law of karma can be built upon.

The Redeemer knows that by the law of karma His work of redemption will be available for everyone. Indeed, He accomplished that deed in reliance on the law of karma, as a cause of glorious results in the future, as a seed for a later harvest and as a source of help for anyone who allows the blessings of redemption to act upon him. Christ's deed is conceivable only because of the law of karma; the testament of Christ is in fact the teaching of karma and reincarnation. This does not mean that each one must bear the consequence of his own actions, but that the consequences must be borne by someone, no matter whom. If a Theosophist maintains that he cannot understand the unique deed of Christ having been accomplished once only for all mankind, this means that he does not understand karma. The same is true of any priest who declares that karma interferes with the doctrine of redemption. The reason why Christianity has hitherto failed to emphasise the law of karma and the idea of reincarnation is bound up with the whole question of human evolution and will be dealt with later.

The world does not consist of single “I's”, each one isolated from the rest; the world is really one great unity and brotherhood. And just as in physical life a brother or friend can intervene to help another, so does this hold good in a much deeper sense in the spiritual world.

• 23. Aristotle, 384–322 B.C. The sentence cited here is from the treatise, “On the Poetic Art”, Chapter 4.
• 24. “A book will be published”: “The Education of the Child from the Standpoint of Spiritual Science”, given as a lecture in various places in Germany; first published, made into an article, in Rudolf Steiner's periodical, Lucifer-Gnosis, 1907, and in the same year as a pamphlet. An English translation is available, entitled, The Education of the Child in the Light of Anthroposophy.