The Rudolf Steiner Archive

In my first lecture, I drew your attention to the essence of anthroposophical spiritual science. I mentioned how methods have been sought in spiritual science that enable the spiritual investigator to penetrate a supersensible world with the same clarity as natural science penetrates the outer, sense-perceptible world with the sense organs and the intellect, which systematizes and interprets the results of sensory impressions. I described these methods in my last lecture. And I emphasized that, in addition to today’s ordinary science, another science exists. This uses spiritual methods and, by its path of research and the inner experiences unfolding along it, furnishes full proof of our being surrounded by a supersensible world, just as, in the ordinary state of consciousness, we are surrounded by the sense world. I would now like to return to a prior point, elaborated during the last lecture, that, at least to a certain extent, will form the basis of what I have to say today.

The anthroposophical science of the spirit, referred to here, is not at all opposed to what has become—over the last three or four centuries—the natural-scientific world-view. As I already pointed out, this spiritual science is opposed only to viewpoints that do not take into account the results of modern natural science and thereby become more or less dilettantish. Spiritual science wishes to be an extension or continuation of natural-scientific thinking. Only, this spiritual-scientific continuation allows a person to acquire the kind of knowledge that can answer the deepest longings in the minds and the souls of modern human beings. Thus, through spiritual science, one really comes to know human beings.

Not so long ago, modern science, in a way fully recognized by spiritual science, gave us a wonderful survey of the gradual development of living organisms right up to human beings. And yet, when all is said and done, the human being stands there only as the end product of evolution.

Biology speaks of certain muscles that are found both in human beings and in various animal species. We also know that a human being has a certain number of bones and that this number corresponds with the bones of the higher animals. Altogether, we have grown accustomed to explaining the emergence of the entire bone structure of higher animals and human beings as a development from a lower stage to a higher one. But we have no idea of the essential characteristics that are uniquely and exclusively human. Anyone willing to look at the situation without prejudice has to admit the fact that we are ignorant of what constitutes a human being. In general, natural phenomena and all living organisms are scrupulously investigated up to and including homo sapiens, and the conclusion is then drawn that human beings are encompassed by what is to be found in external nature. But, generally, there is no really adequate idea of what is essentially human.

In ordinary, practical life, we find a similar situation, very much as a result of natural-scientific thinking and knowledge. We find its effects overshadowing modern life, causing a great deal of perplexity and distress. The consequence of not knowing the essential nature of human beings becomes all too obvious in what is usually referred to as the social question. Millions of people who belong to what is called the proletariat, whom the traditional religions and confessions have abandoned, believe that reality is no longer to be found in the human soul, but only in the material aspects of life, in the processes of production within the outer economic sphere. Morality, religion, science, and art, as cultivated by humanity throughout the ages, are regarded as nothing more than a kind of ideological superstructure, built on a solid material or even economic material substructure. The moral and cultural aspects of life appear almost as a kind of vapor, rising from the only reality—material reality. Here, again, what is truly the human soul and spirit—what is psychical-spiritual in human beings—has been eliminated.

Not to be able to reach knowledge of the human being and, consequently, to be debarred from beholding and experiencing the truth of human nature, and from bringing down human ideals into will impulses in the social sphere—these seem to be the characteristic features of modern times.

Anthroposophical spiritual science, on the other hand, is only too aware of what needs to be accomplished in this direction for the sake of the deepest, yet often unconscious, longing of the souls of some of the best of our contemporaries. It is to be accomplished, first, by true knowledge of the human being and, second, by an inner sense of fulfillment strong enough to enable one to carry into public life truly social impulses arising in the soul. For, without these impulses arising from the depths of our humanity, even the best of outer practical arrangements will not lead to what in the widest circles is regarded as unrealizable, but toward which many people are striving nevertheless, namely to a dignified human existence.

The path leading into the spiritual world as I described it here a few days ago could easily be understood as something that estranges one from life rather than leading one to the two weighty questions that I have put before you once again today. For this reason, it was of paramount importance that anthroposophical spiritual science be practiced in the Goetheanum in Dornach, Switzerland. Despite the unfinished state of the building, spiritual science has the possibility of pursuing practical activities there, demonstrating how knowledge of human nature and human faculties can enter into the practical sphere of life.

One of the most important practical activities is surely education of the young.

Those who work in the field of educating children are basically dealing with what will enter the world with the next generation, and this means a very great deal. Raising and educating children are a direct way to work into the near future. In its quest for a method of understanding human nature, anthroposophical spiritual science finds itself able to understand the human being in its becoming—the child—in a wide, comprehensive manner. From such comprehensive knowledge of the growing child, spiritual science seeks to create a real art of education. For what spiritual science can provide in understanding and penetration of human nature does not end in abstractions or theories, but eventually develops into an artistic comprehension, first of the human form and then of the potential of the human soul and spirit. It is all very well to maintain that science demands what is often called a sober working with objective concepts. But, ladies and gentlemen, what if the whole world, if nature, did not work with such concepts at all? What if it were to scorn our wish to restrict its creativity to the kind of natural law into which we try to confine it? What if the creativity of the world were to elude our sober, merely external grasp and our rather lightweight logical concepts? We can certainly make our demands, but whether by doing so we will attain real knowledge depends on whether nature works and creates according to them.

At any rate, more recent scientific attitudes have failed to recognize the essence of human nature because they have failed to consider the following. In her upward climb, at each successive step of the evolutionary ladder—from the mineral kingdom, through the plant and animal kingdoms, to the human kingdom—nature’s creativity increasingly escapes our intellectual grasp and sober logic, forcing us to approach her workings more and more artistically. What ultimately lives in a human being is open to many interpretations and shows manifold aspects. And because spiritual science, in its own way, seeks the inner harmony between knowledge, religious depth, and artistic creativity, it is in a position to survey rightly—that is, spiritually—the enigmatic, admirable creation that is a human being and how it is placed in the world.

Last time, I spoke of how it is possible to look with scientific accuracy into the world where human beings live before they descend into physical existence at conception or birth. I indicated how, with mathematical clarity, the human spirit and soul, descending from the spiritual worlds, place themselves before the spiritual eyes of the anthroposophical investigator, showing themselves to be at work on the interior of the future earthly body and drawing only material substances from the stream of heredity bequeathed by previous generations.

Anyone who talks about such things today is quickly judged inconsistent. And yet the methods pursued by spiritual science are much the same as those employed by natural science. The main difference is that the work entailed in the various branches of natural science is done in the appropriate laboratories, clinics, or astronomical observatories, whereas the science of the spirit approaches human nature directly in order to observe it as methodically as a natural scientist observes whatever might belong to his or her particular field of study. In the latter case, however, the situation is more straightforward for it is easier to make one’s observations and to search for underlying laws in natural science than in spiritual science.

As a first step, I would like to draw your attention to what one can observe in a growing human being in a truly natural-scientific way. Of course, in the case of spiritual science, we must include in our observations the gradual development of the human being through several different life periods. One of those periods extends from birth to the change of the teeth; that is, until about the seventh year. To recognize a kind of nodal point around the seventh year might easily create the impression of an inclination toward mysticism which is not, however, the case. The following observations have as little to do with mysticism as the distinction between the seven colors of the rainbow has. They are simply an outcome of objective, scientific observation of the growing child. Even from a physical point of view, it is evident that a powerful change occurs when, in about a child’s seventh year, forces from within drive the second teeth out of the organism. This event does not recur, indicating that some kind of conclusion has been reached.

What is going on becomes clearer when we do not restrict our observations to the physical or change-of-teeth aspect of this seventh year, but extend them to parallel developments occurring alongside the physical changes. In this case, if we are capable of observing at all, we will see how a child’s entire soul life undergoes a gradual change during this period. We can observe how the child, who previously could form only blurred and indistinct concepts, now begins to form more sharply contoured concepts—how it is only now in fact that the child begins to form proper concepts at all. Furthermore, we notice how quite a different kind of memory is now unfolding. Formerly, when younger, the child might often have displayed signs of an excellent memory. That memory, however, was entirely natural and instinctive. Whereas there was before no need for any special effort in the act of remembering, the child who has passed this watershed must now make a mental effort to remember past events clearly. In short, it becomes obvious that, with the change of teeth around the seventh year, a child begins to be active in the realm of mental imagery, in forming simple thoughts, and in the sphere of conscious will activity.

But what is actually happening here? Where had this force been that we can now observe in the child’s soul and spirit, forming more clearly-defined mental images and thoughts? Where was that force before the child’s milk teeth were shed? This is the kind of question that remains unasked by our contemporary theorizing psychologists.

When physicists observe in a physical process an increase of warmth that is not due to external causes, they explain this phenomenon by the concept of “latent heat becoming liberated.” This implies that the heat that emerges must have existed previously within the substance itself. A similar kind of thinking must also be applied in the case of human life. Where were those forces of soul and spirit before they emerged in the child after the seventh year? They were latent in the child’s physical organism. They were active in its organic growth, in its organic structuring, until, with the pushing out of the second teeth, a kind of climax was reached, indicating the conclusion of this first period of growth, so particularly active during the child’s early years. Psychology today is quite abstract. People cogitate on the relationship of soul to body, and devise the most remarkable and grandiloquent hypotheses. Empty phrases, however, will not lead to an art of education. Spiritual science, for its part, shows that what we see emerging cognitively in a child after the seventh year was actively engaged in its inner organism before the second dentition. It shows that what appears in a child’s soul after the change of teeth was active before as an organic force that has now become liberated.

In a similar way, a true spiritual researcher observes in a concrete manner—not abstractly—the entire course of human life. To illustrate that concrete manner of observation, let us now consider a well-known and specific childhood phenomenon. Let us look at children at play, at children’s games. If we can do so without preconception and with dedicated interest in the growing human being, we know—although every game has a certain form and shares common, characteristic features—that, whatever the game, each child will play it with his or her own individual style. Now those who raise or educate young children can, to a certain extent, influence or guide how a child plays according to the child’s own nature. Also, depending on our pedagogical skills, we can try to steer our children’s play into more purposeful directions. And, if we pay attention to all this, we can clearly discriminate between the various individual styles of playing until the child reaches an age when they are no longer so clearly identifiable. Once a child enters school and other interests are crowding in, however, it becomes more difficult to see the future consequences of his or her characteristic style of playing. Nevertheless, if we do not observe superficially and, realizing that the course of life represents a whole, extend the range of our observations to span the entire earthly life, we might discover the following.

Around twenty-four or twenty-five—that is, when young adults must find their links with the outer world, and when they must fit themselves into the social fabric of the wider community—there will be those who prove themselves more skillful than others in dealing with all aspects and details of their tasks. Now, careful observation will reveal that the way in which people in their twenties adapt themselves to outer conditions of life, with greater or lesser skill, is a direct consequence of their play activity during early childhood.

Certain rivers, whose sources may be clearly traced, disappear below the earth’s surface during their course, only to resurface at a later stage. We can compare this phenomenon with certain faculties in human life. The faculty of playing, so prominent in a young child, is particularly well developed during the first years of life. It then vanishes into the deeper regions of the soul to resurface during the twenties, transmuted into an aptitude for finding one’s way in the world. Just think: by guiding the play of young children, we, as educators, are directly intervening in the happiness or unhappiness, the future destiny, of young people in their twenties!

Such insights greatly sharpen our sense of responsibility as educators. They also stimulate the desire to work toward a genuine art of education. Tight-fitting, narrow concepts cannot reach the core of human nature. To do so, a wide and comprehensive view is needed. Such a view can be gained if we recognize that such interconnections as I have mentioned affect human life. It will also make us realize that we must distinguish between definite life periods in human development, the first of which extends from birth to the change of teeth and has a character all its own.

At this point, I should mention that those who choose to become teachers or educators through anthroposophical spiritual science are filled with the consciousness that a message from the spiritual world is actually present in what they meet in such enigmatic and wondrous ways in the developing human being, the child. Such teachers observe the child with its initially indeterminate features, noticing how they gradually assume more definite forms. They see how children’s movements and life stirrings are undefined to begin with and how directness and purpose then increasingly enter their actions from the depths of their souls. Those who have prepared themselves to become teachers and educators through anthroposophical spiritual science are aware that something actually descending from the spiritual worlds lives in the way the features of a child’s face change from day to day, week to week, and year to year, gradually evolving into a distinct physiognomy. And they know too that something spiritual is descending in what is working through the lively movements of a child’s hands and in what, quite magically, enters into a child’s way of speaking.

To learn to recognize this activity of the spiritual world, which is so different from that of the physical world; to meet the child as an educator with such an inner attitude and mood as I have described: this means that we see in the vocation of teaching a source of healing. This vocation could be expressed as follows: The spiritual worlds have entrusted a human soul into my care. I have been called upon to assist in solving the riddles that this child poses. By means of a deepened knowledge of the human being—transformed into a real art, the art of education—it is my task to show this child the way into life.

Such deepened knowledge of human nature reveals that, in the first period of life, a child is what I would like to call an “imitating” being. (You will find a more detailed account of this characteristic feature in my booklet The Education of the Child in the Light of Anthroposophy.) Descending from the spiritual world, the child brings to outer expression—like an echo from the spiritual world—the last experiences undergone there. As anthroposophists, when we educate our children, we are aware that the way in which children imitate their surroundings is childish and primitive. They copy what is done before them with their movements. They learn to speak entirely and only through imitation. And, until they lose their milk teeth, they also imitate what happens morally in their environment.

What lies behind all of this can be rightly understood only with the help of spiritual science. Before conception or birth, a child lives in the spiritual world, the same spiritual world that can be known and consciously experienced if we strengthen the power of memory and develop the power of love in the ways I described during our last meeting. In that spiritual world, the relationship of one being to another is not one in which they confront one another outwardly; rather, each being is capable of living right into another—objectively, yet full of love. Children then bring this relationship of spiritual beings to one another down to earth. It is like a resonant echo of the spiritual world. We can observe here how children become creatures of imitation, how everything they learn and make their own during these first seven years, they learn through imitation. Any genuine art of education must fully respect this principle of imitation—otherwise, it is all too easy to misjudge our children’s behavior.

To illustrate this point, let me give you an example, just one of hundreds that could be chosen. The father of a boy, aged about five, once came to me and told me that a very sad thing had happened; namely, that his boy had been stealing. I suggested that we begin by carefully examining whether in fact the child had really stolen. The father told me that the boy had taken money from the drawer where his wife kept it and had then bought candy with it, which he shared with other children in the street. I asked the father what usually happened with the money kept in the drawer. He replied that the boy’s mother took the amount of money needed for the household that day out of her drawer every morning. Hearing this, I could reassure him that his boy had not stolen at all. I said, “The child is five years old. This means that he is still fully in the stage of imitation. Therefore, it is only good and proper that he should do what he sees done in his environment. His mother takes money out of the drawer every day, and so he naturally copies her. This is not stealing but merely behavior appropriate to the fundamental principle of a child’s development during the first seven-year period.”

A real teacher must know these things. During the first seven years of life, one cannot guide and direct a child by reprimands, nor by moral commands. During this period, one must guide a child by one’s own deeds and by setting an example. But there are of course imponderables to be reckoned with in human as in outer nature. We guide a child not only with external deeds, but also with inner thoughts and feelings. If children enjoy the company of grown-ups who never allow unworthy thoughts or feelings to enter into their lives, something noble and good could become of them. On the other hand, if adults allow themselves mean, ignoble thoughts or feelings when they are around young people, believing that such thoughts or feelings do not matter since everyone is safely ensheathed within an individual bodily structure, they are mistaken, for such things do work on children. Imponderables are at work.

Such imponderables also manifest themselves in the second period of life, which begins after the change of teeth—when the child enters school—and lasts until the age of puberty, around fourteen. When we were working out the fundamentals of a truly spiritual-scientific, spiritually artistic pedagogy for the Waldorf school in Stuttgart—founded by Emil Molt and directed by myself—we had to make a special study of this transition from the first life period, that of imitation, to the second period, from the change of teeth to puberty. For all teaching, education, and upbringing at the Waldorf School is to be based entirely upon anthroposophical insight into human nature. And because children change from the stage of imitation into quite a different stage—I shall say more about this presently—we had to make a special effort to study this time of transition.

During the second period, leading up to puberty, imitation alone no longer suffices to form the faculties, the child’s whole being. A new impulse now emerges from the depths of the child’s soul. The child now wishes to regard the teacher as a figure of undisputed authority. Today, when everything goes under the banner of democracy, the demand is easily made that schools, too, should be “democratized.” There are even those who would do away with the distinction between teacher and pupil altogether, advocating “community schools,” or whatever name these bright ideas are given. Such ideas are a consequence of party-political attitudes, not knowledge of human nature. But educational questions should not be judged from partisan positions; they should be judged only on their own merits. And, if you do this, you will find that, between second dentition and puberty, a child is no longer obliged to imitate, but now has a deep desire to learn what is right or wrong, good or evil, from a beloved and naturally respected authority figure.

Happy are those who throughout their lives can remember such childhood authorities and can say of themselves, “I had a teacher. When I went to visit her, opening the door to her room, I already felt full of awe. To me, it was perfectly natural that my teacher was the source of everything good and true.” Such things are not subject to argument on social or any other grounds. What is important is to gain the insight into human nature so that one can say, “Just as a young child’s urge to play, which manifests in individually different ways, resurfaces as more or less skill in fitting into life when the young person is in his or her twenties, so another, similar transformation also occurs regarding a child’s reverence for the teacher as a figure of authority. That is, only if faith in the authority of the adults in charge develops fully between the ages of approximately seven and fifteen will the right sense of freedom develop later, when the feeling for freedom must be the basis for all social life.”

People cannot become free as adults unless they found as children support in the natural authority of adults. Likewise, only those who during the first period of life are allowed to pass through the process of adjusting themselves to their environment through the inborn desire to imitate can be motivated as adults to take a loving interest in the social sphere. This ability to adjust based on imitation does not last; what is needed in later life is a social awareness, the development of which depends on how far educators of children under seven can become worthy models of imitation. We need people today who are able to place themselves into life with a genuine sense of freedom. They are those who were able to look up to their educators and teachers as persons of authority during the time between their second dentition and puberty.

If one has stated publicly—as I already did in my book Intuitive Thinking as a Spiritual Path, published in 1892—that the sense of freedom and the feeling for freedom are the basic facts of social life, one is hardly likely to speak against freedom and democracy. But, just because of this positive attitude towards freedom, one must also acknowledge that the practice of education as an art depends on the sense of authority, developed by the child during the second period of life. During this same period, the child also has to make a gradual transition from living in mental images—or pictures—to a more intellectual approach, a process that moves through and beyond another important turning point.

A true art of education must be able to penetrate such important issues.

The turning point to be discussed now occurs around a child’s ninth year—but sometimes not before the tenth or even the eleventh year. When our teachers recognize that a child is passing this point, they accompany the change with an appropriate change in pedagogy. In early childhood, a child learns to speak, gradually learning to refer to itself as “I”. Up to the ninth year, however, the distinction between the child’s “I” and the surrounding world is still rather undefined. Those who can observe things carefully recognize that the period when a child learns to differentiate between self and surroundings—approximately between the ninth and the eleventh years—is critical. It is a time when the child is actually crossing a Rubicon. The way in which the teachers respond to this change is of greatest importance for a child’s future life. Teachers must have the right feeling for what is happening. They must realize that the child no longer experiences itself as an organic part of its environment—as a finger might experience itself as a part of the body if it had its own consciousness—but as a separate, independent entity. If they do so and respond in the right way as teachers, they can create a source of lasting joy and vitality in life. But if they fail to respond rightly, they open the way to barren and weary lives for their pupils later on. It is important to realize that, prior to this significant change, the child still lives in a world of pictures so closely related to its own nature that, unable to appreciate the difference between self and environment, it merges into its surroundings. Therefore, in assisting a child to establish its relationship to the world at this stage, a teacher must use a pictorial approach.

We receive the children into our school from their parental homes. Today, we live in an age when writing and reading have produced conventional symbols no longer bearing any direct inner relationship to the human being. Compare the abstract letters of our alphabet with the picture writing used in ages past. What was fixed into written forms in ancient times still bore a resemblance to people’s mental images. But writing nowadays has become quite abstract. If we introduce children directly to these abstract letters in reading and writing lessons, we introduce them to something alien to their nature, or at least something inappropriate for six-, seven-, or eight-year olds. For this reason, we use a different method in our Waldorf school.

Instead of beginning with the letters of the alphabet, we engage our young pupils in artistic activity by letting them paint and draw; that is, work with colors and forms. In this activity, not only the head is engaged—which would have a very harmful effect—but the child’s entire being is involved. We then let the actual letters emerge out of these color-filled forms. This is how our Waldorf pupils learn writing. They learn writing first. And only afterward do they learn to read, for printed letters are even more abstract than our handwritten ones. In other words, only gradually do we develop the abstract element, so necessary today, from the artistic element which is more closely allied to life. We proceed similarly in other subjects, too. And we work in this way toward a living, artistic pedagogy that makes it possible to reach the very soul of the child. As for the nature of what we usually think of as plant, mineral, and so forth, this can be fruitfully taught only after the child has passed the turning point just characterized and can differentiate itself from its surroundings.

Working along these lines, it might well happen that some of our pupils learn to read and write later than pupils in other schools. But this is no drawback. On the contrary, it is even an advantage. Of course, it is quite possible to teach young children reading and writing by rote and get them to rattle off what is put before their eyes, but it is also possible to deaden something in them by doing this, and anything killed during childhood remains dead for the rest of one’s life. The opposite is equally true. What we allow to live and what we wake into life is the very stuff that will blossom and give life vitality. To nurture this process, surely, is the task of a real educator.

You will doubtless have heard of those educational ideas already published during the nineteenth century that emphasize the importance of activating a child’s individuality. We are told that, instead of cramming children with knowledge, we should bring out their inherent gifts and abilities. Certainly, no one would wish to denigrate such great geniuses of education. Important things have certainly been said by the science of education. On the other hand, though one can listen carefully to its abstract demands, such as that the individuality of the child should be developed, positive results will be achieved only if one is able to observe, day by day, how a child’s individuality actually unfolds. One must know how, during the first seven years, the principle of imitation rules the day; how, during the following period from the seventh to the fourteenth year, the principle of authority predominates; and how this latter principle is twinned with the child’s gradual transition from mental imagery—which is essentially of a pictorial or symbolic nature and based on memory—to the forming of concepts by the awakening intellect: a process that begins in the eleventh to twelfth year. If we can observe all of this and learn from a spiritual-scientific and artistic way of observing how to respond as a teacher, we shall achieve much more than if we attempt to follow an abstract aim, such as educating a child out of its individuality. Spiritual science does not create abstractions, it does not make fixed demands; rather, it looks toward what can be developed into an art through spiritual perceptiveness and a comprehensive, sharpened sense of observation.

Last time, I was able to describe only briefly the kind of knowledge of the human being given by spiritual science that can form a basis for dealing with such practical matters as education. The pressing demands of society show clearly enough the need for such knowledge today. By complementing the outer, material aspects of life with supersensible and spiritual insights, spiritual science or anthroposophy leads us from a generally unreal, abstract concept of life to a concrete practical reality. According to this view, human beings occupy a central position in the universe. Such realistic understanding of human nature and human activities is what is needed today. Let me reinforce this point with a characteristic example.

Imagine that we wanted to convey a simple religious concept—for instance, the concept of the immortality of the human soul—to a class of young children. If we approach the subject pictorially, we can do this before a child’s ninth year. For example, we can say, “Look at the butterfly’s chrysalis. Its hard shell cracks open and the butterfly flutters out into the air. A similar thing happens when a human being dies. The immortal soul dwells in the body. But, when death breaks it open, just as the butterfly flies from the chrysalis into the air, so the soul flies away from the dead body into the heavenly world, only the human soul remains invisible.”

When we study such an example from the point of view of a living art of education, we come face to face with life’s imponderables. A teacher might have chosen such a comparison by reasoning somewhat as follows: “I am the one who knows, for I am much older than the child. I have thought out this picture of the caterpillar and the butterfly because of the child’s ignorance and immaturity. As someone of superior intelligence, I have made the child believe something in which I myself do not believe. In fact, from my own point of view, it was only a silly little story, invented solely for the purpose of getting the child to understand the concept of the immortality of the soul.” If this is a teacher’s attitude, he or she will achieve but little. Although to say this might sound paradoxical in our materialistic age, it is nevertheless true: if teachers are insincere, their words do not carry much weight.

To return to our example. If Waldorf teachers had chosen this comparison for their classes, the situation, though outwardly similar, would have been very different. For they would not have used it—nor, for that matter, any other picture or simile—unless they were convinced of its inherent truth. A Waldorf teacher, an anthroposophically oriented spiritual researcher, would not feel, “I am the intelligent adult who makes up a story for the children’s benefit,” but rather: “The eternal beings and powers, acting as the spiritual in nature, have placed before my eyes a picture of the immortal human soul, objectively, in the form of the emerging butterfly. Believing in the truth of this picture with every fibre of my being, and bringing it to my pupils through my own conviction, I will awaken in them a truly religious concept. What matters is not so much what I, as teacher, say to the child, but what I am and what my heartfelt attitude is.” These are the kinds of things that must be taken more and more seriously in the art of education.

You will also understand when I tell you that visitors to our Waldorf school, who come to see the school in action and to observe lessons, cannot see the whole. It is almost as if, for instance, you cut a small piece out of a Rembrandt painting, believing that you could gain an overall impression of the whole picture through it. Such a thing is not possible when an impulse is conceived and practiced as a comprehensive whole—as the Waldorf school is—and when it is rooted in the totality of anthroposophical spiritual science.

You might have been wondering which kind of people would make good teachers in such a school. They are people whose entire lives have been molded by the spiritual knowledge of which I spoke last time. The best way of learning to know the Waldorf school and of becoming familiar with its underlying principles is by gaining knowledge of anthroposophical spiritual science itself at least as a first step. A few short visits in order to observe lessons will hardly convey an adequate impression of Waldorf pedagogy.

Plain speaking in such matters is essential, because it points toward the character of the new spirit that, flowing from the High School of Spiritual Science centered in Dornach, is to enter all practical spheres of life—social, artistic, educational, and so forth.

If you consider thoroughly all that I have been telling you, you will no longer think it strange that those who enter more deeply into the spirit underlying this art of education find it absolutely essential to place themselves firmly upon the ground of a free spiritual life. Because education has become dependent on the state on the one hand and on the economic sphere on the other, there is a tendency for it to become abstract and programmatic. Those who believe in the anthroposophical way of life must insist on a free and independent cultural-spiritual life. This represents one of the three branches of the threefold social order about which I wrote in my book The Threefold Commonwealth.

One of the demands that must be made for spiritual life—something that is not at all utopian, that may be begun any day—is that those actively engaged in spiritual life (and this means, above all, those involved in its most important public domain; namely, education) should also be entrusted with all administrative matters, and this in a broad and comprehensive way.

The maximum number of lessons to be taught—plus the hours spent on other educational commitments—should allow teachers sufficient time for regular meetings, in both smaller and larger groups, to deal with administrative matters. However, only practicing teachers—not former teachers now holding state positions or retired teachers—should be called on to care for this side of education. For what has to be administered in each particular school—as in all institutions belonging to the spiritual-cultural life—should be only a continuation of what is being taught, of what forms the content of every word spoken and every deed performed in the classroom. Rules and regulations must not be imposed from outside the school. In spiritual life, autonomy, self-administration, is essential.

I am well aware that people who like to form logical “quickly tailored” concepts, as well as others who, somewhat superficially, favor a more historical perspective, will readily object to these ideas. But in order to recognize the necessity of making spiritual- cultural life into a free and independent member of the social organism, one really must be acquainted with its inherent nature. Anyone who has been a teacher at a working-class adult education center for several years—as I was in the school founded by Wilhelm Liebknecht, thereby gaining first-hand experience of the social question—knows only too well that this is not merely a matter of improving external arrangements or of dealing with dissatisfaction caused by unjust outer conditions. As I say, if one has taught in such circles, one knows that one word comes up repeatedly in proletarian circles, but extends far beyond proletarian life, namely, the word “ideology,” the meaning of which is set out in the first chapter of The Threefold Commonwealth. Now, what is hidden behind this?

Long ago, in the ancient East, people spoke of the great illusion or “maya.” According to this view—already decadent today and hence unsuited to our Western ways—maya refers to the external sensory world which offers us only semblance or outer appearance. To ancient sages, true reality of being—the reality that sustained human beings—lived and grew in the soul. All else, all that the outer senses beheld, was only maya.

We live today in an age that expresses—especially in its most radical philosophies—a total reversal of this ancient view. For most people today true reality resides in outer, physical nature and in the processes of production, while what can be found inwardly in the human soul as morality, art, religion, knowledge is maya, illusion. If we want to translate the word maya correctly, we must translate it as “ideology.” For modern humanity, all other translations fail. But ideology refers to exactly the opposite of what maya was for the ancient oriental. The widest circles of the population today call maya what the ancient oriental called the sole reality. And this reversal of the word’s meaning is of great significance for life today.

I have known people of the leading classes who lived under the influence of the philosophy that gave rise to ideology. I have learned to know the perplexity of people who reasoned thus: if we trust what natural science tells us, the entire origin of the cosmos can be traced to a primeval nebula. According to these theories, all of the different species of nature began during this stage. At that time, too, human beings densified out of the nebula. And, while this process continued, something not unlike soap bubbles unfolded in the human soul. According to natural science, what rises in the human soul as ethics, religion, science or art, does not represent reality. Indeed, if we look toward the end of earthly evolution as it is presented by science, all that is offered is the prospect of an immense cemetery. On earth, death would follow, due either to general glaciation, or to total annihilation by heat. In either case, the result would be a great cemetery for all human ideals—for everything considered to be the essence of human values and the most important aspect of human existence. If we are honest in accepting what natural science tells us—such people had to conclude—then all that remains is only a final extinction of all forms of existence.

I have witnessed the sense of tragedy and the deep-seated pain in the souls of such materialistically minded members of today’s leading circles, who could not escape the logical conclusions of the natural-scientific outlook and who were consequently forced to look on all that is most precious in the human beings as mere illusion. In many people, I have seen this pessimism, which was a result of their honest pursuit of the natural-scientific conception of the world.

This attitude took a special form in the materialism of the working class. There, everything of a spiritual nature is generally looked upon as a kind of a superstructure, as mere smoke or fog; in a word, as “ideology”. And what enters and affects the soul condition of modern people in this way is the actual source of the contemporary anti-social sentiment—however many other reasons might be constantly invented and published. They amount only to a form of self deception. It is the influence of this attitude which is the real origin of the dreadful catastrophes that are dawning—undreamt of by most people—in the whole East. So far, they have started in Russia, where they have already assumed devastating proportions. They will assume even greater dimensions unless steps are taken to replace an ideology by a living grasp of the spirit.

Anthroposophical spiritual science gives us not only ideas and concepts of something real but also ideas and concepts by which we know that we are not just thinking about something filled with spirit. Spiritual science gives us the living spirit itself, not just spirit in the form of thoughts. It shows human beings as beings filled with living spirit—just like the ancient religions. Like the ancient religions, the message of spiritual science is not just “you will know something,” but “you will know something, and divine wisdom will thereby live in you. As blood pulses in you, so by true knowing will divine powers too pulse in you.” Spiritual science, as represented in Dornach, wishes to bring to humanity precisely such knowledge and spiritual life.

To do so, we need the support of our contemporaries. Working in small ways will not lead to appropriate achievements. What is needed is work on a large scale. Spiritual science is free from sectarianism. It has the will to carry out the great tasks of our times, including those in the practical spheres of life. But to bring this about, spiritual science must be understood in a living way by contemporary society. It is not enough to open a few schools here and there, modeled on the Waldorf school, as some people wish. This is not the way forward, for it will not lead to greater freedom in spiritual life.

Often, I have had to suffer the painful experience of witnessing the conduct of certain people who, because of their distrust in orthodox, materialistic medicine, approached me, trying to tempt me into quackery. They wanted to be cured by creeping through the back door, as it were. I have experienced it to the point of revulsion. There was, for instance, a Prussian government official, who publicly supported materialistic medicine in parliament, granting it sole rights, only to enter by the back door to be treated by the very people whom he had opposed most violently in parliament.

The Anthroposophical Society—which could, from a certain point of view, be justly described as willing to make sacrifices and whose members have dedicated themselves to the cultivation of anthroposophical spiritual science—seeks a powerful impetus, capable of affecting and working into the world at large. What is at issue today is nothing less than the following—that a true spiritual life, such as our present society needs, can be created only by those interested in it, which fundamentally includes everyone, many of whom have children, and that these must bring about the right conditions in which children can mature into free human beings so that those children, in turn, can create an existence worthy of humanity. As far as spiritual- cultural life is concerned, everyone is an interested party and should do his or her share to work for what the future will provide in the form of spiritual-cultural life.

Thus, what I would like to call “a world school movement,” based on the ideas I have put forward today, should meet with approval in the widest quarters. What really ought to happen is that all those who can clearly see the need for a free spiritual-cultural life should unite to form an international world school movement. An association of that kind would offer a stronger and more-living impetus for uniting nations than many other associations being founded these days on the basis of old and abstract principles. Such a union of nations, spiritually implied in a world school movement, could be instrumental in uniting peoples all over the globe by their participation in this great task. The modern state school system superseded the old denominational schools relatively recently. It was good and right that this happened. And yet, what was a blessing at the time when the state took this step would cease to be one if state-controlled education were to become permanent; for then, inevitably, education would become the servant of the state. The state can train theologians, lawyers, or other professionals to become its civil servants, but if the spiritual life is to be granted full independence, all persons in a teaching capacity must be responsible solely to the spiritual world, to which they can look up in the light of anthroposophically oriented spiritual science.

A world school movement, as I envisage it, would have to be founded on an entirely international basis by all who understand the meaning of a truly free spiritual life and what our human future demands in social questions. Gradually, such a world school movement would give birth to the general opinion that schools must be granted independence from the state and that the teachers in each school must be given the freedom to deal with that school’s own administration. We must not be narrow minded or pedantic in these matters, as many are who doubt that enough parents would send their children to such schools. That is the wrong kind of thinking. One must be clear that freedom from state interference in education will be the call of the future. Even if there are objections from some parents, ways and means will have to be found for getting children to attend school without coercion by the state. Instead of opposing the founding of independent schools because of dissenting parents, ways and means will have to be found of helping free schools to come into existence despite possible opposition or criticisms—which must then be overcome in an appropriate way. I am convinced that the founding of a world school movement is of the greatest importance for the social development of humanity. Far and wide, it will awaken a sense for a real and practical free spiritual life. Once such a mood becomes universal, there will be no need to open Waldorf schools tucked away in obscure corners and existing at the mercy of governments, but governments will be forced into recognizing them fully and refraining from any interference, as long as these schools are truly founded in a free spiritual life.

What I have said so far about freedom in the cultural-spiritual sphere of life—namely that it has to create its own forms of existence—applies equally to the social sphere known by spiritual science as the sphere of economic life. Just as the sphere of cultural spiritual life must be formed on the basis of the capacities of every individual, so too must economic life be formed on the basis of its own principles, different though these are. Fundamentally, such economic principles derive from the fact that, in economics, a judgment made by an individual cannot be translated directly into deeds, into economic actions. In the cultural-spiritual sphere, we recognize that human souls strive for wholeness, for inner harmony. Teachers and educators must take that wholeness into account. They approach a child with that wholeness as their aim. In the economic sphere, on the other hand, we can be competent in a professional sense only in narrower, more specialized areas. In economics, therefore, it is only when we join together with people working in other areas that something fruitful may be achieved. In other words, just as free spiritual-cultural life emerged as one member of the threefold social organism, so likewise must economic life, based upon the associative principle, arise as another, independent member of this same threefold organism. In the future, economic life will be run on a basis quite different from what we are used to out of the past.

Economic life today is organized entirely according to past practices, for there is no other yardstick for earnings and profits. Indeed, people are not yet ready to contemplate a change in the economic system which is still entirely motivated by profit. I would like to clarify this by an example that, though perhaps not yet representing purely and simply the economic sphere, nevertheless has its economic aspects. It shows how the associative principle can be put into practice in the material realm.

There is, as you know, the Anthroposophical Society. It might well be that there are many people who are not particularly fond of it and regard it as sectarian, which it certainly is not. Or they may be under the impression that it dabbles in nebulous mysticism, which again is not the case. Rather, it devotes itself to the cultivation of anthroposophical spiritual science. Many years ago, this Society founded the Philosophic- Anthroposophic Publishing Company in Berlin. To be exact, two people who were in harmony with the Anthroposophical Society’s mode of thinking founded it. This publishing company, however, does not work as other profit-making companies, which are the offspring of modern economic thinking, do. And how do these profit-making enterprises work? They print books. This means that so and so many people have to be employed for processing paper; so and so many compositors, printers, bookbinders; and so on. But now I ask you to look at those strange and peculiar products that make their appearance every year and which are called “crabs” in the book trade. These are newly printed books, which have not been purchased by the book sellers and which, consequently, at the next Easter Fair wander back to the publishers to be pulped. Here we have a case where wares have been put on the market, the production of which had occupied a whole host of workers, but all to no avail.

Such unnecessary and purposeless expenditure of labor represents one important aspect of the social question. Nowadays, because one prefers to live with phrases rather than an objective understanding, there is too much talk about “unearned income.” It would be better to look at the situation more realistically, for similar situations arise in all branches of our external, material life. Until now, the Philosophic-Anthroposophic Publishing Company has not printed one single copy in vain. At most, there are a few books that were printed out of courtesy to our members. That was our conscious motive; they were printed as a kind of offering to those members. Otherwise there was always a demand for whatever we printed. Our books always sold out quickly and nothing was printed unnecessarily. Not a single worker’s time was wasted and no useless labor was performed within the social framework. A similar situation could be achieved in the whole economic sphere if one organized cooperation between consumers who have an understanding of needs and demands in a particular domain, traders who trade in certain products, and last, the actual producers. Consumers, traders, and producers would form an association whose main task would be the fixing of prices. Such associations would have to determine their own size; if they grew too large, they would no longer be cost effective. Such associations could then unite to form larger associations. They could expand into what might be called global or world-economic associations—for the characteristic feature of recent economics is its expansion of economies into a world economy.

A great deal more would have to be said to give an adequate account of what I can indicate here only in principle. I must, however, say that the concept of associative life implies nothing organizational. In fact, although I come from Germany (and have lived there frequently even though my main sphere of activity is now Dornach, Switzerland) the mere word “organization” produces a thoroughly distasteful effect in me. “Organization” implies an ordering from above, from a center. This is something that economic life cannot tolerate. Because the Middle-European states, penned in between the West and the East, were trying to plan their economies, they were actually working against a healthy form of economic life. The associative principle which must be striven for in economics leaves industry, as also industrial cooperatives, to their own devices. It only links them together according to levels of production and consumption regulated by the activity of the administrators of the various associations. This is done through free agreements among single individuals or various associations.

A more detailed description of this subject can be found in my book The Threefold Commonwealth, or in other of my writings, such as The Renewal of the Social Organism, which is supplementary to The Threefold Commonwealth.

Thus, in order to meet the needs of our times, anthroposophical spiritual science, based on practical life experience, calls for two independent members of the social organism—a free spiritual life and an associative economic life. Those two are essential in the eyes of anyone seriously and honestly concerned about one of the fundamental longings in the hearts of our contemporaries; namely, the longing for democracy.

Dear friends, I spent the first half of my life in Austria—thirty years—and have seen with my own eyes what it means not to take seriously society’s heartfelt demand for democracy. In the 1860s, the call for parliamentarianism was heard in Austria, too. But because it could not bring about the right social conditions, this land of political experimentation was the first to go under in the last great World War. A parliament was formed. But how was it constituted? It was composed of four assemblies: landowners, the chamber of commerce, the department of towns, markets and industrial areas, and, finally, the assembly of country parishes. In other words, only economic interests were represented. There were thus four departments, each dealing with various aspects of the national economy. Together, they constituted the Austrian Parliament, where they were supposed to come to decisions regarding political and legal matters as well as matters pertaining to general affairs of the state. This means that all decisions, reached by majority vote, represented only economic interests. Such majorities, however, can never make fruitful contributions to the social development of humanity. Nor are they the outcome of any expert knowledge. Truly, the call for democracy, for human freedom, demands honesty.

At the same time, however, one must also be clear that only certain issues are suitable for parliamentary procedures, and that democracy is appropriate only when the issues treated lie within the areas of responsibility of each person of voting age. Thus, between free spiritual life on one side and associative economic life on the other, the sphere of democracy becomes the third member of the threefold social organism. This democratic sphere represents the political sphere of rights within the social organism. Here each individual meets the other on equal terms. For instance, in such questions as the number of working hours and the rights of workers in general, each person of age must be considered competent to judge.

Let us move toward a future in which questions of cultural and spiritual life are decided freely and entirely within their own sphere, a future in which freedom in education is striven for so that schools can work out of the spirit and, consequently, produce skillful, practical people. Then, practical schools, too, will develop from such a free spiritual life. Let us move toward a future in which spiritual life is allowed to work within its own sphere and in which the powers of the state are limited to what lies within the areas of responsibility of each person of voting age; a future in which economic life is structured according to the principle of associations, where judgments are made collectively on the strength of the various members’ expertise and where agreements are made with others who are experts in their fields. If we approach the future with these aims in mind, we shall move toward a situation that will be very different from what many people, unable to adapt themselves to new conditions, imagine today.

There will be many who believe that a nebulous kind of cultural spiritual life, alienated from ordinary life, emanates from Dornach. But such is not the case at all. However absurd it may sound, according to the spirit prevailing in Dornach, no one can be a proper philosopher who does not also know how to chop wood or dig potatoes. In short, according to this spirit, one cannot be a philosopher if one cannot turn a hand to tasks requiring at least a modicum of practical skill. Spiritual science does not estrange people from practical life; on the contrary, it helps them develop skills in coping with life. It is not abstract. It is a reality, penetrating human beings with real strength. It therefore not only increases people’s thinking activity, it also makes them generally more skillful. At the same time, spiritual science is intimately connected to a sense of inner dignity and morality; that is, to morality, religion, and art. Visitors to the Goetheanum can convince themselves of this—although the building is not finished yet by any means. Indeed, in order to bring it even into its present state, people with an understanding for the impulse it embodies have already made many sacrifices. The Goetheanum is not a result of our employing the services of an architect and a builder to erect a building in a more or less conventional style—be it in Gothic, Renaissance, or any other style. The living quality of the science of the spirit spoken of here could not have tolerated that. Spiritual science had to evolve its own style in keeping with its own nature. This manifests in the various artistic forms. Just as the same growth forces that produce a nut’s kernel also form its shell—for the shell can be formed only by the same principle as also works in the kernel—so the outer shell of our building, the center of what is being willed in Dornach, can arise only from the same spiritual sources from which all of the teaching and researching in Dornach also flows. The words spoken there and the results of research conducted there all proceed from the same sources as the artistic forms of the building’s pillars and the paintings inside the cupolas. All of the sculpture, architectural design, and painting—and these are not empty symbolism or allegories—arise from the same spiritual impulses that underlie all of the teaching and researching. And, because all this is part of the one cultural-spiritual life that we hope to quicken in the human being, the third, religious element, is closely linked to the arts and to science, forming a unity with them.

In other words, what we are striving for as spiritual science—as it enters into the practical spheres of life as the “threefolding” (or tripartition) of the social organism—brings to realization the three great ideals that resound from the eighteenth century in such a heart-rending, spirit-awakening way. I refer to the threefold call to humanity: freedom, equality, brotherhood. Learned people in the nineteenth century pointed out repeatedly that it was impossible for those three ideals to be put into practice simultaneously under any one state or government. Such was their considered opinion and, from their point of view, justifiably so. But the apparent incongruity rests on false premises. Freedom, equality, and brotherhood do resound to us from the eighteenth century as the three great and justly-claimed ideals. The source of misunderstanding is the tacit assumption that the state must be given sole prerogative in matters pertaining to all three spheres of society. The thought never occurred that, in accord with its own nature, such a monolithic state should be membered into three social organisms: the free spiritual organism; the organism representing the sphere of politics and rights, built on equality; and the organism of the economic sphere, built on the principle of association.

Objections have been raised against these views by people who expect to be taken seriously in social questions and who maintain that, by demanding a tripartition of society, I seek to destroy its unity. But the unity of the human organism is not destroyed because it naturally consists of three parts. Nor is the unity of the human being disturbed because the blood, as it circulates rhythmically through the body, is sustained by a part of the organism different from the one in which the nerves are centered. Likewise, the unity of the social organism is enhanced rather than disturbed by recognition of its threefold nature (if the human head, apart from sending forth the nerves, would also have to produce the blood, then the unity of the human organism would certainly be destroyed). All of this is explained in much greater detail in my book Riddles of the Soul.

I would like to conclude these considerations about spiritual science and its practical application in social life by pointing out that, although the three great ideals of humanity—liberty, equality, fraternity—are not realizable within the framework of an all-powerful state monopoly—where any attempted implementation would be founded upon illusion—they can nevertheless penetrate human life in the form of a threefold ordering of society. Here, the following order would prevail: full freedom in the cultural-spiritual sphere; equality in the realm where each person of voting age shares in democratic rights and responsibilities on equal terms with fellow citizens of voting age; and brotherhood in the economic sphere which will be realized by means of the principle of associations. Unity will not be destroyed by this ordering, for every human being stands in all three spheres, forming a living link toward unity.

Basically, one may consider the meaning of world evolution to reside in the fact that the particular ways of its working and its underlying forces culminate in the human being as the apex of the entire world organism. Just as the forces of nature and the entire cosmos—the macrocosm—are to be found again on a minute scale in the microcosm, in the threefold human being, so the great ideals—liberty, equality, and fraternity—must come together again in the social organism. But this must not be brought about by external or abstract means: it must proceed in accordance with reality, so that these three ideals can work in harmony with the human nature in its integral unity. As free individuals, every human being can share in the free spiritual life to which all belong. Sharing equal rights with our fellow citizens, we can all participate in the democratic life of the state, based on the principle of equality. Finally, by participating in economic life, we share in the brotherhood of all human beings.

Liberty in the cultural spiritual sphere; equality in political life and the sphere of rights; fraternity in economic life. These three working together harmoniously will lead to the healing and further evolution of humanity—to new resources in the struggle against the forces of decline.

A combination of these three in a genuine social organism, a concurrence of freedom, equality, and brotherhood in integral human nature—this appears to be the magical password for the future of humanity.

In diverse quarters today, people speak of the need for an answer to certain educational questions thus far unanswered. The many endeavors in modern education clearly show this. What I am hoping to convey to you today, at the request of this country’s Anthroposophical Society, is not mere theoretical knowledge. The practical application of spiritual-scientific knowledge that comes from the anthroposophical viewpoint of the human being has already demonstrated its value—at least to a certain extent.

In 1919 Emil Molt took the first steps to open a free school, and he asked me to take care of the practical matters and direction of the school. Thus, the spiritual-scientific knowledge of the human being and the world, which it is my task to represent, became naturally the basis of the education practiced in this school. The school has existed since 1919 and currently offers twelve grades. Students who entered the twelfth grade this summer will take their final exams next year so they can enter a university or other places of higher education. The school offers everything pertaining to the education of children from the elementary school age (that is, after the age of six) until the boys and girls begin higher education.

This school’s practices, which are the outcome of a spiritualscientific worldview, was never intended to revolutionize any previous achievements in the field of practical education. Our goal is not to think up new radical methods, such as those tried in special rural boarding schools, where the creation of very particular conditions was believed necessary before teaching could even begin. Our aim is to continue along the educational paths already marked by enlightened educators at the beginning of the twentieth century. This we attempt not only on the basis of human knowledge during the various stages of earthly development, but out of insight into the whole of human nature in the widest and most comprehensive way possible. This insight includes not only the various physical happenings of earthly life between birth and death, but also what lives and manifests during life as the eternally divine in the human being. It is important to us that we add to what has already been achieved by educational reformers, and also that we offer what can be contributed from a wider, spiritual viewpoint. Furthermore, there is no intention of putting utopian educational ideas into the world—something that, as a rule, is far easier to do than creating something based fully on practical reality. Our aim is to achieve the best possible results under any given circumstances.

Achieving this goal means that the actual conditions one faces, whether urban or rural, must serve as a foundation for the human being that results from a genuine and true art of education, so that students can eventually find a way into current and future social and professional life situations, which will certainly become increasingly complex. This is why Waldorf education offers an education that is strictly practical and methodical, meaning that, essentially, its program can be accomplished in any type of school, provided that the fundamental conditions can be created. So far, events have shown that we have made at least some progress in this direction.

We opened our school under auspicious circumstances. Initially, the manufacturer Emil Molt began it for the children of the workers in his factory. There was, of course, no difficulty in enrolling them. Also, we received children whose parents were interested in the anthroposophical point of view. Still, we began with only one hundred and thirty students. Today, four years later, after the school has grown from eight to twelve grades, we have almost eight hundred students and a staff of over forty teachers. Here in Holland, there have recently been efforts to open a similar small school—but more on that later. There is some hope that the methods used in Stuttgart will also prove worthwhile in Holland. Steps are also being taken in Switzerland to begin such a school, and in England a committee has been formed to start a Waldorf school.

After these introductory remarks I would like to speak about the meaning of Waldorf pedagogy. It is based on a penetrating knowledge of the human being, and on the teachers’ ability, with the help of special preparation and training, to perceive the development and unfolding of their students’ individualities, week by week, month by month, and year by year. From this point of view, the question of Waldorf education has to be seen, primarily, as a question of teacher training. I will try to outline in sketchy and unavoidably abstract form what can be done on the basis of such knowledge of the human being. This abstract form, however, can only be a description. It is important that what is said becomes flesh and blood, so to speak, in the teachers and that this deepened knowledge of the human being arises from practice and not from theory, and thus becomes applicable in a school.

When we observe the growing child, we can easily overlook the significance of changes connected with three fundamental life stages. We may notice various changes during a child’s development, but usually we fail to comprehend their deeper significance. We can distinguish three fundamental stages of human development until about the twentieth year, when formal education ends, or makes way for more specialized education. The first period, which is of a homogeneous nature, begins at birth and ends with the change of teeth around the seventh year. The second life stage begins at the time of the second dentition and ends at puberty. During the third stage, we are concerned with sexually mature young people who nowadays often tend to feel more mature than we can actually treat them if we want to educate them properly. This stage lasts until around the twenty-first year.

Let’s look more closely at the child’s first period of life. To the unbiased observer, a child at this stage is entirely an imitating being, right into the most intimate fibers of the spirit, soul, and physical being; and above all, the child at this stage is a being of will. One will notice that the child becomes, during development, increasingly open to impressions that come from the environment, and pays more and more attention to external things and happenings. But it is easy to deceive oneself in believing that the child’s increasing attentiveness to the external world is due to an awakening of a conceptual life, something that, at such an early age, is not true at all. At no other time in all of life will the human being, due to inborn instinct and drive, want to be freer and more independent of the conceptual realm than during these early years before the change of teeth. During these years the child really wants to repel everything connected with conceptual life in order to freely follow the inclinations of inner nature. The child’s will, on the other hand, tends to merge with the surroundings, to the point where the will manifests physically. Nothing seems more obvious than a child’s tendency to imitate exactly through limb movements the habitual gestures or postures of surrounding adults. This is because the child feels an overwhelming urge to continue in the will sphere what is happening in the environment, right down to fidgeting. In this sense, the child is entirely a being of will. This is true also of the child’s sense perception. We can easily see that the child at that age is a being of will, even in sense perceptions—something that we must learn to see in order to become competent educators. Allow me to give some details:

Among the various sense perceptions are our perceptions of color. Very few people notice that there are really three different elements living in color perception. As a rule one speaks of “yellow” or “blue” as a color perception, but the fact that there are three elements to such a perception usually escapes notice. First, human will is engaged in our relationship to color. Let’s stick with the example of yellow and blue. If we are sufficiently free from psychological bias, we soon notice that the color yellow works on us not only as a perception in the narrower sense of the word, but also affects our will. It stimulates the will to become active in an outward direction. This is where some very interesting psychological observations could be made. One could detect, for instance, how a yellow background, such as in a hall, stimulates an inclination to become outwardly active, especially if the yellow shimmers with a slightly reddish tint. If, however, we are surrounded by a blue background, we find that the stimulus on the will is directed inward, that it tends to create a pleasing and comforting mood, or feelings of humility, thus exerting a tendency toward inner activity. In this case too, interesting observations can be made, for example, that the impression created by blue is related to specific glandular secretions, so that in this case the will is an impulse stimulated by blue and directed inward.

A second element in our investigation of the effects of color perception may be the observation of the feelings stimulated by the color. A yellow or reddish-yellow color gives an impression of warmth; we have a sensation of warmth. A blue or blue-violet color creates an impression of coolness. To the same degree that the blue becomes more red, it also feels warmer. These examples, then, show the impressions of yellow and blue on the life of feeling. Only the third response represents what we could consider the idea of yellow or blue. But in this last element of our mental imagery, the elements of will and feeling also play a part.

If we now consider the education of children from the perspective of an unbiased knowledge of the human being, we find that the will impulses of children are developed first through color experiences. Young children adapt their physical movements according to yellow’s outward-directed stimulation or with blue’s inward-directed effect. This fundamental trend continues until a child loses the first teeth. Naturally, feelings and perceptions always play a part as well in response to color, but during this first life stage the effect of color on the will always predominates.

During the second life stage—from the second dentition to puberty—the experience of esthetic feelings created by color is superimposed over the existing will impulse. Thus, we can see two things: With the change of teeth, something like a calming effect in relation to color stimulation, or in other words, an inner calming from the viewpoint of the child’s innate desire to “touch” color. During the time between the change of teeth and puberty, a special appreciation for warm and cold qualities in color comes into being. Finally, a more detached and prosaic relationship to the concepts yellow or blue begins only with the beginning of puberty.

What thus manifests in color perception is present also in the human being as a whole. One could say that, until the second dentition, the child has a kind of natural religious relationship of complete devotion to the surroundings. The child allows what is living in the environment to live within. Hence, we succeed best at educating (if we can call raising children during these early years “education”) when we base all our guidance on the child’s inborn tendency to imitate—that is, on the child’s own inward experience of empathy with the surroundings. These influences include the most imponderable impulses of human life. For example, if a child’s father displays a violent temper and cannot control his outbursts, the child will be markedly affected by such a situation. The fits of temper themselves are of little significance, because the child cannot understand these; but the actions, and even the gestures, of the angry person are significant. During these early years the child’s entire body acts as one universal sense organ. In the child’s own movements and expressions of will, the body lives out by imitating what is expressed in the movements and actions of such a father. Everything within the still impressionable and pliable body of such a child unfolds through the effects of such experiences. Blood circulation and the nerve organization, based on the conditions of the child’s soul and spirit, are under this influence; they adjust to outside influences and impacts, forming inner habits. What thus becomes a child’s inner disposition through the principle of imitation, remains as inner constitution for the rest of the person’s life. Later in life, the blood circulation will be affected by such outwardly perceived impressions, transformed into forces of will during this most delicate stage of childhood. This must be considered in both a physical sense and its soul-aspect.

In this context, I always feel tempted to mention the example of a little boy who, at the age of four or five, was supposed to have committed what at a later stage could be called “stealing.” He had taken money from one of his mother’s drawers. He had not even used it for himself, but had bought sweets with it that he shared with his playmates. His father asked me what he should do with his boy, who had “stolen” money! I replied: “Of course one has to note such an act. But the boy has not stolen, because at his age the concept of stealing does not yet exist for him.” In fact, the boy had repeatedly seen his mother taking money out of the drawer, and he simply imitated her. His behavior represents a perfectly normal attempt to imitate. The concept of thieving does not yet play any part in a child of this age.

One has to be conscious not to do anything in front of the child that should not be imitated; in all one does, this principle of imitation has to be considered. Whatever one wants the child to do, the example must be set, which the child will naturally copy. Consequently, one should not assign young children specially contrived occupations, as is frequently done in kindergartens; if this must be done, the teachers should be engaged in the same activities, so that the child’s interest is stimulated to copy the adult.

Imitation is the principle of a healthy education up to the change of teeth. Everything has to stimulate the child’s will, because the will is still entirely woven into the child’s physical body and has the quality of an almost religious surrender to the environment. This manifests everywhere, in all situations.

With the change of teeth, this attitude of surrender to the environment transforms into a childlike esthetic, artistic surrender. I should like to describe this by saying that the child’s natural religious impulse toward other human beings, and toward what we understand as nature, transforms into an artistic element, which has to be met with imagination and feeling. Consequently, for the second life period, the only appropriate approach to the child is artistic. The teacher and educator of children in the primary grades must be especially careful to permeate everything done during this period with an artistic quality. In this respect, new educational approaches are needed that pay particular attention to carrying these new methods into practical daily life.

I don’t expect the following to create much antagonism, since so many others have expressed similar opinions. I have heard it said more often than I care to mention that the teaching profession tends to make its members pedantic. And yet, for the years between seven and fourteen, nothing is more poisonous for the child than pedantry. On the other hand, nothing is more beneficial than a teacher’s artistic sense, carried by natural inner enthusiasm to encounter the child. Each activity proposed to children, each word spoken in their presence, must be rooted, not in pedantry, and not in some theoretical construct, but in artistic enthusiasm, so that the children respond with inner joy and satisfaction at being shaped by a divine natural process arising from the center of human life.

If teachers understand how to work with their students out of such a mood, they practice the only living way of teaching. And something must flow into their teaching that I can only briefly sketch here. I am speaking of a quality that addresses partly the teachers’ understanding and partly their willingness to take the time in their work, but mainly their general attitude. Knowledge of the human being has to become second nature to teachers, a part of their very being, just as the ability to handle paints and brushes has to be part of a painter’s general makeup, or the use of sculpting tools natural to a sculptor. In the teacher’s case, however, this ability has to be taken much more earnestly, almost religiously, because in education we are confronted with the greatest work of art we will ever encounter in life—which it would be almost sacrilegious to refer to as merely a work of art. As teachers, we are called on to help in this divine creation. It is this inner mood of reverence in the teacher that is important. Through such a mood, one finds ways to create a more and more enlivening relationship with the children.

Remember, at school young students must grow into something that is initially alien to their nature. As an example, let’s take writing, which is based on letters that are no longer experienced esthetically, but are strung together to make words and sentences. Our contemporary writing developed from something very different, from picture writing. But the ancient picture writing still had a living connection with what it expressed, just as the written content retained a living relationship with its meaning. Today we need learned studies to trace back the little “goblin,” which we designate as the letter a, to the moment when what was to be expressed through the insertion of this letter into one or the other word was inwardly experienced. And yet this a is nothing but an expression of a feeling of sudden surprise and wonder. Each letter has its origin in the realm of feeling, but those feelings are now lost. Today, letters are abstractions.

If one has unbiased insight into the child’s mind, one knows how terribly alien the abstractions are that the child is supposed to learn at a delicate age, written meaning that once had living links with life, but now totally bereft of its earlier associations as used in the adult world today.

As a result, we in the Waldorf school have endeavored to coax writing out of the activity of painting and drawing. We teach writing before we teach reading. To begin with, we do not let the children approach letters directly at all. For example, we allow the child to experience the activity of painting—for example, the painting of a fish—however primitive the efforts may be. So the child has painted a fish. Then we make the child aware of the sound that the thing painted on paper makes when pronounced as a word; we make the child aware that what was painted is pronounced “fish.” It is now an easy and obvious step to transform the shape of the fish into the sound of the first letter of the word F-ish. With the letter F, this actually represents its historical origin. However, this is not the point; the important thing is that, from the painted form of a picture, we lead to the appropriate letter.

The activity of painting is naturally connected with the human being. In this way we enable children to assimilate letters through their own experience of outer realities. This necessitates an artistic sense. It also forces one to overcome a certain easygoing attitude, because if you could see Waldorf children using their brushes and paints, you would soon realize that, from the teacher’s perspective, a measure of personal discomfort is inevitable in the use of this method! Again and again the teacher has to clean up after the children, and this demands a certain devotion. Yet, such minor problems are overcome more quickly than one might assume. It is noteworthy to see how much even young children gain artistic sensibility during such activities. They soon realize the difference between “smearing” paint onto paper somewhat haphazardly, and achieving the luminous quality of watercolor needed to create the desired effects. This difference, which may appear downright “occult” to many adults, soon becomes very real to the child, and such a fertile mind and soul experience is an added bonus in this introduction to writing.

On the other hand, teaching children to write this way is bound to take more time. Learning to write a little later, however, is not a disadvantage. We all suffer because, as children, we were taught writing abstractly and too early. There would be no greater blessing for humanity than for its members to make the transition to the abstract letters of the alphabet as late as the age of nine or ten, having previously derived them from a living painterly approach.

When learning to write, the whole human being is occupied. One has to make an effort to move the arms in the right way, but at the same time one feels this activity of the arms and hands connected with one’s whole being. It therefore offers a beautiful transition, from the stage when the child lives more in the will element, to the second stage when the element of feeling predominates. While learning to read, the child engages primarily the organs used to perceive the form of the letters, but the child’s whole being is not fully involved. For this reason, we endeavor to evolve reading from writing. A similar approach is applied for everything the child has to learn.

The important point is for the teacher to read what needs to be done in teaching within the child’s own nature. This sentence is symptomatic of all Waldorf pedagogy. As long as the teacher teaches reading in harmony with the child’s nature, there is no point in stressing the advantages of one or another method. What matters is that teachers be capable of perceiving what needs to be drawn out of the child. Whatever we need in later life always evolves from what was planted in our childhood.

To sense what wants to flow out of the inner being of the child, to develop empathy with the child between the ages of seven and fourteen, are the things that give children the right footing later in life. In this context, it is especially important to develop mobile concepts in students of that age. Flexible concepts based on the life of feeling cannot be developed properly if teachers limit their subject to include only what a child already understands. It certainly appears to make sense to plead that one should avoid teaching a subject that a child cannot yet comprehend. It all sounds plausible.

On the other hand, one could be driven to despair by textbooks delineating specific methods, and by books intended to show teachers what subject to teach in their object lessons and how to do it so that students are not instructed in anything beyond their present comprehension. The substance of such books is often full of trivialities and banalities; they fail to allow that, at this age, children can glimpse in their own souls what is not sense perceptible at all outwardly, such as moral and other impulses in life. Those who advocate these observational methods do not recognize that one educates not just on the basis of what can be observed at the child’s present stage, but on the basis of what will develop out of childhood for the whole of future life.

It is a fact that, whenever a child of seven or eight feels natural reverence and respect for a teacher who is seen as the gateway into the world (instinctively of course, as is appropriate to this age), such a child can rise inwardly and find support in the experience of a justified authority—not just in what the teacher says, but in the way the teacher acts, by example. This stage is very different from the previous one, when the principle of imitation is the guiding factor until the change of teeth. The early imitative attitude in the child transforms later into inner life forces. At this second stage of life, nothing is more important than the child’s acceptance of truths out of trust for the teacher, because the child who has a proper sense of authority will accept the teacher’s words could only be the truth. Truth has to dawn upon the child in a roundabout way—through the adult first. Likewise, appreciation for what is beautiful and good also has to evolve from the teachers’ attitudes.

At this stage of life, the world must meet the child in the form of obvious authority. Certainly you will not misunderstand that, having thirty years ago written Intuitive Thinking as a Spiritual Path: A Philosophy of Freedom, I am speaking against human freedom. But even the most liberated of individuals should have experienced in childhood the infinitely beneficial effects of being able to look up to the authority of an educator as a matter of course—to have experienced through this respect for authority the gateway to truth, beauty, and goodness in the world. All this can be observed, week by week and month by month.

The child becomes the book where one reads what is needed. In this way one develops a profound sense for what to do with the child, for example, at any significant moment in the child’s life. One such moment is between the ninth and tenth years. Anyone who has become a natural authority for the child will inevitably find, through observing the child, that, between nine and ten, a significant change occurs that can be expressed in many ways. At this point in development, children need something fairly specific, but are not at all conscious of what they need.

Here is the situation: Until this stage children have experienced the authority of their educators entirely unconsciously and instinctively. Now more is required; the students now want to feel reassured that their feeling toward the authority of the teachers is fully justified, given their more mature and critical gift of observation. If at this point a teacher succeeds in keeping the aura of natural authority alive, then later in life, perhaps in the child’s forty-fifth or fiftieth year, there will be times when memories reemerge. Therefore, what was accepted at one time on trust during childhood days, maybe at the age of eight or nine, is considered again, but now with the maturity of one’s life experience. Such a memory may have been slumbering deeply for decades in the unconscious, and now resurfaces to be assessed from the perspective of mature life experience. Such an occurrence is immensely fertile and stimulates a wealth of inner life forces.

What is the secret of remaining young in mind and soul? It is certainly not a nostalgic attitude of reminiscences about “the good old days of youth, when everything used to be so beautiful and not at all how life is now.” It is the inner transformation of the experiences of our young days that keeps us young and makes us valuable to other human beings. This inner transformation represents the fruit of what was planted at one time into our souls when we were children. Impulses that are closely linked to human life and to our bodies are transformed in remarkable ways.

I would like to give just one example of such a transformation. There are people who, having reached a very old age, radiate a wholesome atmosphere on others in their company. They do not even need to speak words of wisdom; simply through their presence, they radiate a feeling of inner well-being on those around them so that their company is always welcome. They spread a kind of blessing. Where does this gift originate?

When we study, we consider only the years of childhood and schooling. In this way, education remains merely an external study. To study it in depth demands an extension of one’s observations and interest over the entire span of life—from birth to death. And if we observe human life from the viewpoint of the kind of education I advocate, we find that this gift of blessing is rooted in an earlier natural veneration for one’s educators, experienced during childhood. I would like to go even further and say that no one can spread arms and hands in inner admiration and reverence, in blessing, unless one has learned to fold hands in admiring or reverent prayer as a child. Over the course of human life, the inner experience of veneration is transformed into an ability to bless at a time of life when such blessing can affect others beneficially.

Once again, only when we include an entire lifetime in our observations can we practice a truly living education. In this case, one would not want to teach children rigid or fixed concepts. If we were to bind a child of five for a time in a tight-fitting garment that would not allow further growth—I am speaking hypothetically of course, for this does not happen—we would commit a dreadful and heinous crime in the child’s physical life. But this is just what we do to the child’s soul life when we teach definitions intended to remain unchanged, definitions that the child’s memory is expected to carry, fixed and unaltered, throughout life. It is most important that we give the child only flexible ideas and concepts, capable of further growth—physical, soul, and spiritual growth. We must avoid teaching fixed concepts and instead bring concepts that change and grow with the child. We should never nurture an ambition to teach children something to be remembered for all of life, but should convey only mobile ideas. Those who are serious about learning the art of education will understand this.

You will not misunderstand when I say it is obvious that not every teacher can be a genius. But every teacher can find the situation where there are some boys and girls to be taught who, later in life, will show much greater intelligence than that of their current teachers. Real teachers should always be aware that some of the students sitting before them may one day far outshine them in intelligence and in other ways. True artists of education never assume that they are intellectually equal to the children sitting before them.

The basis of all education is the ability to use and bring to fulfillment whatever can be gained from the arts. If we derive writing and reading from painting, we are already applying an artistic approach. But we should be aware also of the immense benefits that can be derived from the musical element, especially for training the child’s will. We can come to appreciate the role of the musical element only by basing education on real and true knowledge of the human being.

Music, however, leads us toward something else, toward eurythmy. Eurythmy is an art that we could say was developed from spiritual-scientific research according to the demands of our time. Out of a whole series of facts essential to knowledge of the human being, contemporary science knows only one little detail—that for right-handed people (that is, for the majority of people) the speech center is in the third left convolution of the brain, whereas for those who are left-handed it is on the right side of the brain. This is a mere detail. Spiritual science shows us further, which is fundamental to education, that all speech derives from the limb movements, broadly speaking, performed during early childhood.

Of course, the child’s general constitution is important here, and this is much more significant than what results from more or less fortuitous external circumstances. For example, if a child were to injure a foot during the earlier years, such an injury does not need to have a noticeable influence in connection with what I now have in mind. If we inquire into the whole question of speech, however, we find that, when we appropriate certain impulses rooted in the limb system of speech, we begin with walking—that is, with every gesture of the legs and feet. Within the movements of the extremities—for instance in the feet—something goes through a mysterious inner, organic transformation into an impulse within the speech organs situated at the very front. This connection lives, primarily, in forming the consonants. Likewise, the way a child uses the hands is the origin of habitual speech forms. Speech is merely gestures that are transformed. When we know how speech is formed from consonants and vowels, we see the transformed limb movements in them. What we send into the world when we speak is a kind of “gesturing in the air.”

An artistic pedagogical method makes it possible for us to bring what can flow from real knowledge of the human being into education. Through such a method, those who will educate in the sense of this pedagogical art are made into artists of education. There is nothing revolutionary at the basis of this education—just something that will stimulate new impulses, something that can be incorporated into every educational system—because it has sprung from the most intimate human potential for development.

Naturally, this necessitates various rearrangements of lessons and teaching in general, some of which are still very unusual. I will mention only one example: If one endeavors to practice the art of education according to the Waldorf methods, the natural goal is to work with the life of the child in concentrated form. This makes it impossible to teach arithmetic from eight to nine o’clock, for example, as is customary in many schools today, then history from nine to ten, and yet another subject from ten to eleven, and in this way, teaching all the subjects in haphazard sequence. In the Waldorf school, we have arranged the schedule so that for three to four weeks the same main lesson subject is taught every day from eight to ten in the morning; therefore the students can fully concentrate on and live in one main lesson subject. If what has thus been received is forgotten later, this does not offer a valid objection to our method, because we succeed by this method in nurturing the child’s soul life in a very special way.

This was all meant merely as an example to show how a spiritual- scientific knowledge of the human being can lead to the development of an art of education that makes it possible again to reach the human being, not by an extraneous means, like those of experimental pedagogy or experimental psychology, but by means that allow the flow of life from our own inmost being into the child’s inmost being.

When entering earthly life, human beings not only receive what is passed on by heredity through their fathers and mothers, but they also descend as spirit beings from the spiritual world into this earthly world. This fact can be applied practically in education when we have living insight into the human being. Basically, I cannot think of impressions more wonderful than those received while observing a young baby develop as we participate inwardly in such a gradual unfolding. After the infant has descended from the spiritual world into the earthly world, we can observe what was blurred and indistinct at first, gradually taking on form and shape. If we follow this process, we feel direct contact with the spiritual world, which is incarnating and unfolding before our very eyes, right here in the sensory world. Such an experience provides a sense of responsibility toward one’s tasks as a teacher, and with the necessary care, the art of education attains the quality of a religious service. Then, amid all our practical tasks, we feel that the gods themselves have sent the human being into this earthly existence, and they have entrusted the child to us for education. With the incarnating child, the gods have given us enigmas that inspire the most beautiful divine service.

What thus flows into the art of education and must become its basis comes primarily from the teachers themselves. Whenever people air their views about educational matters, they often say that one shouldn’t just train the child’s intellect, but should also foster the religious element, and so on. There is much talk of that kind about what should be cultivated in children. Waldorf education speaks more about the qualities needed in the teachers; to us the question of education is principally a question of finding the right teachers.

When the child reaches puberty, the adolescent should feel: “Now, after my feeling and willing have been worked on at school, I am ready to train my thinking; now I am becoming mature enough to be dismissed into life.” What meets us at this stage, therefore, is like a clear call coming from the students themselves when we learn to understand them. Anthroposophic knowledge of the human being is not meant to remain a theory for the mystically inclined or for idle minds. It wants to lead directly into life. Our knowledge of the human being is intended to be a practice, the aspect of real life closest to the human soul; it is connected most directly with our duty to the becoming human being. If we learn to educate in this way, in harmony with human nature, the following reassuring thought-picture will rise before us: We are carrying into the future something required by the future! Our cultural life has brought much suffering and complication to people everywhere; it is a reminder of the importance of our work in confronting the challenge of human evolution.

It is often said (ad nauseam, in fact) that the social question is really a question of cultural and spiritual life. Whenever we say that, it should make us aware that the roots of the difficulties in contemporary life are the inner obstacles, and that these must be overcome. Oh, how people today pass each other by without understanding! There is no love, no intimate interest in the potential of other human beings! Human love, not theories, can solve social problems. Above all, one thing is necessary to make possible the development of such an intimate and caring attitude, to effect again direct contact between one soul and another so that social ideas do not become merely theoretical demands: we must learn to harmonize social life in the right way by paying attention to the institution where teachers and children relate. The best seed to a solution of the social question is planted through the way social relationship develops between children and teachers at school. To educators, much in this art of education will feel like taking care of the seed, and through a realistic imagination of the future—it can never be utopian—what they have placed into the human beings entrusted to their care will one day blossom.

Just as we are meant to have before our eyes the entire course of human life when we educate children, with this same attitude we should view also the entire life of society, in its broadest aspects. To work as an educator means to work not for the present, but for the future! The child carries the future, and teachers will be carried, in the same way, by the most beautiful pedagogical attitude if they can remind themselves every moment of their lives: Those we have to educate were sent to us by higher beings. Our task is to lead our students into earthly life in a right and dignified way. Working in a living way with the children, helping them to find their way from the divine world order into the earthly world order—this must penetrate our art of education through and through, as an impulse of feeling and will, in order to meet the most important demands for human life today.

This is the goal of Waldorf pedagogy. What we have achieved in these few years may justify the conviction that a living knowledge of the human being arising from spiritual science can prove fertile for human existence in general and, through it, for the field of education, which is the most important branch of practical life.

The desire has been expressed that I should say more about Waldorf education. Because today’s meeting had not been arranged yet when I spoke to you last Wednesday, tonight’s talk may have to be somewhat aphoristic.

A few days ago I pointed out how the art of education as discussed here is meant to be based on true knowledge of the human being. Such a knowledge and insight regarding the human being must be comprehensive—that is, it must consider more than the physical and soul aspects of the human being and include the entire human being, made up of body, soul, and spirit working together as a unified whole.

On the other hand, I have also emphasized that, if we want to practice a real art of education, we must keep in mind the life-span of each student from birth to death, because much of what is implanted through education during the first life period, with regard to both health and illness, often manifests only during the last stages of a person’s life. If teachers and educators consider only the students’ present physical and soul-spiritual conditions, and if they develop their methods only according to what they see at that particular stage, they will not be capable of laying the proper foundations for a balanced and healthy development of their students in later years, thus enabling them to grow into strong, harmonious, and able people. To lay such a foundation, however, is precisely the aim of the art of education we are speaking of here. Because of this goal, our education is not in any way one-sided. One could easily believe that, because this education is the offspring of anthroposophical spiritual science, it would tend one-sidedly toward a spiritual perspective. But this is just not the case. Simply because it stays conscientiously focused on the entire human being, the physical aspect of its students receives the same full consideration that the soul-spiritual aspect receives. One could even say that the educational treatment of the child’s soul and spirit is dealt with so that whatever the educator develops in the child will affect the physical organization in the best possible way.

In the Waldorf school in Stuttgart, as well as in other schools that follow similar educational principles and methods, we educate in order that the spiritual may have the best possible effect on the students’ physical organization with every step toward a spiritual development. This is how it has to be in a true and genuine art of education. In children the soul and spiritual spheres are not yet distinct from the physical body as they are in adults.

We all know the difficulties that today’s so-called philosophers encounter when trying to clearly picture the relationship between the spiritual and physical aspects of the human being. On the one side is the spiritual aspect. It is experienced inwardly through thinking and the soul life. Essentially, it is completely different from what we meet when studying the human physical body in physiology and anatomy. It is not easy to build a bridge from what we experience inwardly as our own soul and spirit to what an examination of the physical human body offers.

If one observes the child’s development without prejudice, however, and if one has an eye for what is happening during the change of teeth, when the child undergoes its first important metamorphosis in life, one cannot help realizing that at this point the child’s entire soul life goes through a great change. Previously, the child’s representations emerged in an elemental, dreamy way. During this stage of life, we witness the development of memory; good observers will notice a transformation of the memory during, or because of, the change of teeth. Observation shows that until the change of teeth, the inner activity involved in remembering—that is, the inner activity that lives in memory—is really in the nature of a habit developed through the physical body. The child remembers—indeed, remembers remarkably well. This remembering, however, feels more like practiced repetition of an activity that has become an acquired skill. Indeed, memory as a whole during the first period of life really is an inner skill, the development of an inner habit. Only from the change of teeth onward, does a child start looking back on past experiences—that is, surveying past experiences in its mind—in a kind of review. In the evolving of memory, the soul life of the child undergoes a radical change.

The child’s ability to form representations presents us with the same picture. When you look without bias at a young child’s mental imagery, you will find that the will forces are very active. The child under seven cannot yet separate inner will experience from the experience of will in thinking. This separation begins during the change of teeth. In other words, with the change of teeth, the child’s soul life goes through a complete metamorphosis. But what has actually happened? What is revealed as the child’s true soul life after the change of teeth obviously couldn’t have appeared from nothing. It must have been there already, but it did not manifest in the same way as during the later stage. It was active in the organic forces of growth and nourishment. It was an organic force that transformed into the force of memory, into freed soul forces.

If we want to progress in education in a way that is proper and professional, we must develop the same inner scientific courage shown in modern physics. There the concept of “latent heat” has been accepted, a concept that implies heat is bound to certain substances without radiating any externally measurable warmth. If, however, through some outer process this heat is drawn from the substance, it becomes so-called “liberated heat.” Previously it had been “latent” heat. In physics we are used to such a concept. We should have the courage to form a similar concept when speaking about the human being. We should say: With the change of teeth the child’s soul life has been liberated. Previously it was latent, bound to organic forces of growth, and worked in the form of nutrition and growth processes. Some of these forces, needed for later life, are still retained there, but part of them have separated off to become transformed into the liberated life of soul.

If these matters are not merely spoken of abstractly (and they need to be talked about), if as a teacher one can observe them concretely, a great wonder hidden in an intimate, tender, and refined way is revealed. The greatest wonder to be experienced in the world is for an attentive observer to watch the as yet indistinct features of an infant’s face gradually assume more definition, and the jerky, undirected movements become more and more coordinated into meaningful limb movements. It is wonderful to see something rise to the surface of the whole organism from the child’s center. If we can follow it with the open eyes of an artist, we experience wonderful world secrets in this unfolding of form and figure.

Similarly, when the child reaches school age—that is, during the change of teeth—we can see how what was working before through the forces of growth, is now liberated and develops as the child’s life of soul. If we see this happening concretely and in detail, enthusiasm for education really awakens in us. It then becomes possible to gradually and appropriately guide the forces that had lived within the child until the second dentition.

Until the change of teeth, the child is a being of will—not in the same sense as a human being in later life, but a being of will who, at the same time, is completely a sense being. The following is meant as a metaphor but, if I may express myself in this way, the child really is one great and comprehensive sense organ. Within each sense organ, there lives more than the ability to perceive; there is also a certain will force, although in the actual sense organs this element of will is somewhat hidden. Likewise, in the will element of the child, the will lives like a sense organ until the coming of the second dentition. The child perceives everything in the surroundings in a much more intimate and sensitive way, and in such a way that everything is imitated inwardly, right down to the most internal organic formations. The child is a refined imitator. It is interesting that the child not only reacts to what is seen in the movements and gestures of other people (and of course the child also learns to speak by imitating what is heard), the child not only perceives these outer things, but also imitates people’s moods, even their thoughts. One should be aware of life’s imponderables. While in the proximity of a young child, we should not allow ourselves even one impure thought, because the fine processes of vibrations, set in motion by our thoughts, are imitated by the child’s physical organism. Usually, people are totally unaware of such interplay between one human being and another. And scientific opinion is still fairly vague about this.

Permit me an aside to illustrate the strange relationships, not just between human beings, but even between a human being and an animal. It is something that does not easily fit into what one can perceive with one’s eyes in the ordinary ways of sense perception, and it touches on the supersensible element to which I have frequently referred during the last few days. Some time ago, there was much talk about the “counting horses.” I have not actually seen the main performing horses, which, as far as I know, were kept in Elberfeld, but I did observe one of these horses in action: It was the horse belonging to Mister von Osten in Berlin. I was able to study this horse and all its achievements. Spectators who observed superficially what was happening could see Mister von Osten standing next to his horse, presenting it with simple problems of arithmetic. The horse stamped the answers with one of its hooves, and this struck the onlookers as a great miracle.

However, ordinary members of the public were not the only ones to come and see this wonder; among the audience was also a university lecturer who wrote a treatise about Mister von Osten’s horse. It is a very interesting book, although one might disagree with it. Now this university lecturer came to a very peculiar conclusion. He could not arrive at a proper explanation of the fact that Mister von Osten’s horse could stamp “eleven” after being asked, “What is five plus six?” Because it is obvious to anyone who knows the limitations of such a creature that the horse could not possibly calculate numbers with anything like human sense. Consequently, it would be nonsense for anyone to believe the horse really could answer simple arithmetic problems.

To discover how these results were obtained, one needs to ponder what was happening below the surface. Still, the fact remained: the horse did answer the questions correctly. This led the university lecturer to theorize that Mister von Osten continued to count numbers up to eleven silently in his mind as he was asking the question, “Five plus six is?” And when he reached the number representing the answer, he made a very subtle facial expression. The author of the treatise believed that the subtle play in Mister von Osten’s face was giving the horse the hint, and while he counted to eleven, specific vibrations emanated from him that were different from those accompanying previous numbers. According to the lecturer, the horse was supposed to notice these vibrations, which caused it to stamp the answer with one of its hooves. Thus, the trick was presumably due to the fine vibrations the horse was able to perceive.

So much for the lecturer’s theory. There is, however, one flaw, and the lecturer was well aware of it. Apart from the horse, any observer should be able to detect the fine play of expressions in Mister von Osten’s face. The author of the treatise explained this away by saying that human beings cannot detect such a play of features—which amounts to an admission that a horse had a greater capacity for observing a human face than a university lecturer! This really goes a little too far, and the crux of the matter is actually very different.

While I was studying the relationship between Mister von Osten and his horse, the most important factor for me was the strange feeling rapport with the horse, which Herr von Osten kept going all the time by taking sugar lumps from his pocket and giving them to his horse while it was answering the problems. In this way an animalistic feeling of sympathy arose. Here, I was witnessing one of life’s imponderables. This feeling of gratitude must have enabled the horse to perceive what was in its master’s mind, not through the play of features on Mister von Osten’s face, but on the waves of the animals’s own feelings of gratitude for the sugar lumps, enabling it to know to stamp when hearing its master call out the number eleven as answer to the question, “What is six plus five?” The secret of this phenomenon was an intimate relationship between master and horse, enabling the horse to feel its way into what lived in von Osten’s mind. This is how a kind of telepathy of sentiments came about. I do not wish to go into this matter further, but only wanted to mention it in this context. I came to my conclusion after careful consideration. I mention it as proof that even in more primitive creatures, empathy can occur between one living being and another.

A similar thing happens very much in the young child. The child also experiences in other people what cannot be seen with the eyes or heard with the ears, and these experiences have a lasting inner effect. Consequently we should not allow a single unworthy thought to enter our minds while around a young child, even though we cannot possibly prove the existence of such a thought by specific vibrations. Yes, the child is a very fine sense organ and completely an imitator. You must try to realize what this means. You must imagine that whatever happens in the proximity of the child will have an effect right into the physical organization, even if the effect cannot be proved with the aid of crude external instruments. If, for example, a choleric father bursts into tempers in the presence of a child, and if such outbursts become part of daily life, the child will experience these scenes right into its blood circulation and into the formation of its glandular secretions.

The whole physical organization of the child will be formed according to what the soul and spirit experienced from the surroundings. The child is an imitator during the first period of life, up to the second dentition. But this form of imitation has a direct effect on its physical organism. In the blood, in the blood vessels, and in the fine structure of the nervous system, we all carry throughout our lives a certain constitution resulting from what influenced us during the first life period. From this point of view, the very first education or upbringing, either in the parental home or anywhere else in the child’s environment, very naturally amounts to a physical education par excellence. All spiritual influences around the child also enter the physical, bodily realm of the child. Whatever the delicate organization of the child absorbs in the bodily realm has lasting effects during its entire earthly life until the moment of death.

When a child has gone through the second dentition, this fine sense perception decreases. The child’s own ideation begins to separate from sense perceptions. But the essential quality of the sense perceptions, which during the first life period completely sets the tone, is the pictorial element, because the child naturally cannot yet comprehend abstract concepts. Introducing these to a child would be an act of gross folly. Living in pictures is of paramount importance for the child’s life of ideation—indeed, for the child’s entire soul life until the beginning of puberty—and any intellectual teaching before the age of puberty is a sin against the development of the child’s entire soul life. A child needs to be taught through a pictorial and artistic presentation. During this stage the relationship between teacher and student is immensely important. I would like to clarify this with an example.

To anyone who wants to introduce a higher truth to the child—for example, the truth of the immortality of the human soul—it will be obvious that one has to begin in the form of an image. One could gradually lead the child to the concept of immortality by saying, “Look at the caterpillar that turns into a cocoon.” One can show the child a cocoon, or a chrysalis. Then one shows how a butterfly emerges. Finally one can tell the child that the human soul is resting in the body, just as the butterfly rests in the chrysalis, except that the human soul is not outwardly visible; nevertheless, it flies out of the body after death.

Of course, such an approach is not meant to demonstrate the immortality of the soul. This approach would provoke legitimate objections that have already been voiced by various people. All I have in mind is to show how one can give the child a picture of the immortality of the human soul. The child will become acquainted with the proofs at a later stage in life. The point is that between the change of teeth and puberty the child must receive content in the form of images. Such pictures enliven the soul and make it fertile for the entire life to come.

In this context there are two ways to proceed. Some teachers may feel vastly superior in intelligence to the child, whom they consider immature and as yet ignorant. This is a very natural feeling, or so it would appear, at least—how else could a teacher teach a child? Consequently, such teachers may think up a picture of the emerging butterfly for the benefit of the ignorant child and then describe it. They will not be very successful, for their efforts will make little impact upon the child’s soul.

There is, however, another possibility; a teacher may not feel at all intelligent, and that the child is stupid. By the way, I am not suggesting here that teachers should assume the opposite either. Nevertheless, one can take a different approach. A teacher may hold the view that this picture reveals a truth that spiritual powers have revealed in a natural process, and in this case one believes in the truth of this picture. One really believes in the truth of this simile. A teacher may well feel and believe that the creative forces of nature have placed before our eyes a picture of what actually happens on a higher level when a human soul leaves the physical body at death. If one permeates such a picture with one’s own belief, thus feeling fully united with it, and if one speaks to a child with the naturally ensuing enthusiasm, then such a picture will live in the child and become fertile for life.

This example shows that being smart in itself is not necessarily the hallmark of a good teacher. Of course intelligence and cleverness will help in many ways and, in any case, it is obviously preferable and better if the teacher is clever rather than foolish. Still, cleverness alone does not make a teacher into a real artist of education. Artistry in teaching is achieved only when the teacher faces the world with a mind and soul that brings about a truly living relationship between teacher and student, so that what lives in the teacher can continue in the soul of the child. Then a natural sense of authority will develop in the child rather than one artificially imposed.

All teaching during the time between the change of teeth and puberty has to be built on this natural sense of authority. This is why we must place the greatest emphasis on the use of a pictorial approach during the early school years (from around six to approximately fourteen). During these years we must introduce our subject matter in images. At the latest possible time (maybe not until the approach of puberty between thirteen and fourteen) we can gradually introduce subjects that need to be understood abstractly. It is best to wait as long as possible before drawing children out of a direct, realistic experience of life in their surroundings. This is because, even between the change of teeth and puberty, something is left, although weakened, that was present during the first tender age of childhood up to the second dentition; even now, everything a child encounters from the outside world has after-effects within the physical corporeality.

During the second life period, whatever the child perceives now has a less powerful effect on the organic constitution than during the years preceding the change of teeth. Nevertheless, how teaching content is introduced to children matters very much in how it effects physical development. Here the teacher must achieve something that cannot be accomplished theoretically, but only through the artistic approach that must weave and work throughout education. Let us again keep to a single detail; no matter how much one insists that a child’s memory should not be overloaded—a request that, in the abstract, is correct—it is nevertheless in the child’s nature to develop memory. The child’s memory forces need to be cultivated. But it is essential that, through proper knowledge of the growing child, the teacher should be able to feel and observe how much pressure upon the memory becomes harmful. A very great deal depends on this faculty of good judgment.

Teachers who have become artists of education will see in the students’ outer appearance something like a barometer, which will tell them how much memorizing they may expect from the students and when to stop appealing to the powers of memory. Here are the facts: What happens when we strain the students’ memory too much? Where does the force of memory originate? Remember what happens during the second dentition—that the forces of growth working in the nutritive processes are liberated and now work in the realm of the soul. This also happens continually, though to a lesser extent, later in life, which is why we need forces of growth through the digestive processes of nutrition. The entire human life is a transformation of healthy forces of growth, working to build the organs and the blood, into liberated soul forces.

What happens in the child at the change of teeth—in a big way and all at once, as it were—happens again and again, whenever we absorb something into memory. Whatever works on us when we perceive something with the senses, or when we perceive something in words, affects our entire physical organism. Anyone expected to remember something—by memorizing a poem, for example—will experience the necessity for the physical organism’s cooperation. Just look at someone who is told to remember something; you will observe much physical activity in the act of memorizing. What has found a seat in the physical organism cannot be remembered yet, however, because it is linked to the forces of growth and nourishment, and it must first be transformed into soul forces. In the realm of the soul, this is done through memory.

Whenever I give a child too much to remember, I use up too much of the child’s life forces, the vital forces; consequently, if I can see through the entire process, I will notice the child becoming pale and anxious, because I am appropriating organic forces. One needs to watch for this pallor and for subsequent anxiety and nervousness. You see, by aiming continuously and rigorously at training the child’s memory, we weaken the growth forces. If we activate the students’ memory too much, we stunt their physical growth. Such retarding of the forces of growth is caused by an exaggerated appeal to the memory forces. What is done to the students’ organism in such a case is expressed years later in various metabolic illnesses caused by harmful deposits of uric acid or kindred substances.

The most important point is this: We must guide children’s education in ways that work in proper harmony with their physical organism. We must avoid planting seeds of metabolic diseases for later life. Too little is known about the links between old-age gout and rheumatism, and the wrong kind of schooling through overtaxing students’ memory; if more were known, we would stand on a more realistic ground in education. One would then also recognize the fallacy of separating education into academic and physical subjects, since everything one does in the academic subjects works into the physical constitution of the child, and, conversely, everything one does in physical education works back again into the child’s spiritual conditions. If you perceive a melancholic temperament in one child, or a sanguine temperament in another, this observation should immediately color your treatment of the two different types of children.

If you notice, for example, that a child’s pronounced melancholic character is endangering the physical health, then the parents must be contacted. The Waldorf school is built entirely on direct and close contact with the parents. In the Waldorf school, the students’ parents are called to parent meetings every month, and sometimes even more frequently. Matters that require cooperation between home and school are discussed in such meetings. Many points must be brought to the parents’ notice. For example, there may be a child of a strongly melancholic temperament. One recognizes that this disposition is connected with the secretion of the liver, and that this in turn is related to the sugar consumption. In meetings with the parents, every possibility is offered to reach an agreement to increase the sugar intake by sweetening the child’s foods. As an educator, one always has to consider the physical aspect, insofar as it has a spiritual counterpart. On the other hand, one educates the child so that, with the help of the spiritual, one can effect the best possible conditions for physical health.

Let us now take the opposite case, not an overloading of memory, but the opposite. I am thinking of modern teachers who may advocate never straining the students’ memory, and who consequently omit altogether the cultivation and training of the memory in their teaching. I often feel tempted to say to those who always clamor for the observational methods of object lessons: If one neglects the training of the memory, one will also notice physical symptoms in the children. The child’s skin becomes unhealthily red. The child begins to complain about all kinds of inner pressures, and finally one realizes that the child is growing at an alarming rate.

By following such a case, we may notice that the neglect of memory training is weakening the physical body’s ability to absorb food into various organs. If memory is insufficiently stimulated, the stomach reacts by not secreting enough acids, or the acids secreted are not adequate for a proper digestion. This tendency will spread over the whole organism, and the ability to absorb necessary substances decreases. After many years, one may discover that the physical body of such a person is always hungry, yet it cannot function properly, organically speaking. Such a person has a tendency toward lung diseases and kindred illnesses. Any education based on real knowledge of the human being will not drift into a “never-never land” of vague spirituality, but will continually observe the whole human being, encompassing spirit, soul, and body. This is absolutely essential to the art of education.

Teaching must be arranged so that there is enough variety within the lessons. On the one hand, students must be kept occupied intellectually. (The intellectual approach is used only for subjects directed to the immediate realm of the soul; the intellectual element as such must be avoided until the approach of puberty.) In physical training, the children are kept busy with gymnastics, eurythmy, and similar activities. If the children’s day is organized on the basis of abstract requirements, however (and this happens only too often for mere scheduling convenience), one’s efforts are unlikely to be fruitful. One must keep in mind that, when we teach children reading, writing, and arithmetic, which work most of all on their soul life, there is an opposite process going on at the same time in the physical organism, indicating that everything engaging the child’s head has the opposite effect in the limb and motor system. It is incorrect to say, for example, that children tire less in gymnastics lessons than in reading or writing lessons, which is what experimental psychology claims to have determined. In reality, if you put gymnastics between two other lessons—for example, an arithmetic lesson from nine to ten A.M., gymnastics from ten to eleven, and history from eleven to twelve—then the child, having had gymnastics in the previous lesson, is not rested for the history lesson, but quite the contrary.

The real point is something very different. A person who can apply real knowledge of the human being knows that something is always working in the physical organism, even if only subconsciously. Within the child, much remains only partially conscious. It escapes observation, therefore, and is not taken up consciously later. It then happens that, through the activity of soul and spirit, a process of desire is stimulated. This must be allowed to proceed so that our teaching does not remain external to the child. Lessons that appeal to soul and spirit must be arranged so that, through the lessons, an inner physical mood for gymnastics is stimulated. If I engage a child in gymnastics who has no inner organic desire for this activity, the child will soon show signs of being unable to direct the forces inward as a continuation of outer movements. Everything that is developed while the body is engaged in physical movements must be prolonged inwardly. While the body is moving, inner metabolic processes occur. Something we could call a process of combustion, transformed into conditions for life, occurs. And what is thus activated, continues to work throughout the organism.

If I allow a child to do gymnastics when there is no inner desire for it, the child cannot cope with these inner metabolic processes. As a result, I may notice the child becoming somewhat emotional through doing gymnastics in these circumstances. All kinds of passionate feelings may develop. If I force a child to do gymnastics, a child who has no organic desire for it, I can arouse an unhealthy inner mood that can even lead to fits of anger. Such a mood may become a chronic part of a child’s characterological disposition.

All this can be avoided. The enhancement of a healthy physical development can be achieved only when, as an artist of education, one is guided by the right instincts of soul to give gymnastics lessons their proper place in the timetable relative to other subjects, where soul and spirit are engaged so that a desire for gymnastics is awakened. Then the organism can use properly the forces developed through the activity of gymnastics.

It is very important that the teacher be a kind of artist, who can affect the child with an artistic outlook, but also with a tremendous sense of responsibility. While the latter is not absolutely imperative in other artistic pursuits—where the material used is not living—it is essential for teaching. The teacher works with the growing human being—that is, with this wonderful interplay of thousands of forces working into each other. This interplay cannot be comprehended through a theoretical kind of pedagogy any more than one could teach someone to regulate the digestion through theoretical physiology. It can be comprehended only through intuition.

Consequently, anyone who educates out of full knowledge of human nature will train their students’ spiritual faculties in a way that enhances the healthy development of their physical bodies. They will arrange the physical aspect of education so it can be the basis for an all-around development of the spiritual aspect. This development, however, is only possible with the kind of intimate adjustment between teacher and student that I have indicated with the example of the emerging butterfly as a picture of the human soul’s immortality. If such a close-knit relationship exists, the natural feeling for the authority of the teacher, which I presented as an essential feature in education, will develop naturally. To the students the teacher becomes the unquestioned representative of truth, beauty, and goodness. The child should not have to judge abstractly what is true or false, beautiful or ugly, good or evil; this faculty of moral judgments belongs to a later age. The student’s sense of truth should be guided by the teacher’s revered personality. The teacher has to be the portal for the experience of beauty, truth, and goodness. The student’s sense of truth will be the natural consequence of the right relationship between teacher and child.

Something absolutely essential is achieved in this way for the moral development of the child, and it has to be accomplished by the proper means. For, from the moral perspective, a young person is morally crippled by a premature introduction of moral commandments in the form of “Thou shalt” and “Thou shalt not.” Children need to experience what is good or evil through the living medium of a teacher. For this to happen, the teacher’s attitude must engender in children a spontaneous love for good, a pleasure in what is good, and a feeling of aversion toward evil. In our moral teaching, we must not insist on moral commandments, or the prohibition of what we consider morally wrong; please note this carefully, Ladies and Gentlemen, because much depends on precisely this nuance. We must nurture in children, between the change of teeth and puberty, an experience of what is good or evil in the emotional sphere—not in will impulses. The good must bring inner pleasure. We must engender love and sympathy for the good before we turn it into a moral duty by appealing to the will sphere. What eventually must become moral action first has to grow from an experience of moral pleasure or aversion in the realm of feeling.

Again, we work best toward this goal when we approach it through imagery. If teachers have the necessary imagination to present to their students the moral or immoral actions of well-known historical people, which the children will then wish either to emulate or to shun, if teachers know how to describe a historical situation in such a lively way that they evoke inner pleasure or displeasure in the students, or if they invent such stories (which is even better because through their own creativity they are more closely linked to this inner pleasure or displeasure in students), then moral appreciation is awakened in the students’ feeling life.

And then something interesting will happen; when the children reach sexual maturity, the right moral impulses for the will life will develop out of a properly conducted feeling of moral pleasure or displeasure, just as sexual love grows naturally from physical development. The hallmark of a right education is that whatever is meant to develop through inner maturity of soul out of a previous budding stage, will do so on its own. This approach is far better than grafting preconceived moral codes onto students. If we wish to cultivate morality, it must grow in the sphere of the will. This growth will occur only when we plant the seeds for it in young children. We can do this by kindling feelings of pleasure for good and feelings of aversion for evil during the stage of life when children need to experience love and sympathy for the educator.

Everything depends on bringing the appropriate content to children at the right time of life. That content will then work itself out properly in later life. Just as when we plant an acorn in the soil, branches, leaves, and fruits will grow above it, so when we plant the right seeds within children at seven or eight in the form of moral pleasure or displeasure, the appropriate sense of moral duty will evolve as the child turns seventeen or eighteen.

It is especially important in this sense to know how to guide the child’s religious development. It cannot be genuine and inwardly true if it is brought about solely through religious stories or creeds; it depends rather on the teacher’s ability to engender a religious mood in the child. Religious education achieves its goals only when the religious mood rises spontaneously from the depths of children’s souls. However, if the teachers themselves are not permeated with a religious mood, it cannot develop in the child. If, on the other hand, this mood is there in the teachers, they need only do as we do in our so-called free religion lessons in the Waldorf school.

I want to emphasize strongly at this point that the Waldorf school is definitely not an ideological school. We do not wish to educate students to become young anthroposophists; but we do wish to use our anthroposophical knowledge so that the school can become an organization using proper methods in the truest sense. With the help of anthroposophy, we want to develop the right methods of education in every sphere. It is simply untrue to say that the Waldorf school’s intention is to indoctrinate students into anthroposophy. To prevent such an unfounded rumor from gaining ground, I have given instructions for religion lessons to be given by members of the various religious denominations. This means that Roman Catholic children will receive their religious instruction from Roman Catholic priests, Protestant children from Protestant ministers, and so on.

Due to the inherent circumstances of the Waldorf school’s beginning, however, many of our first students were children of religious dissenters. For these children, “free” Christian religious lessons—that is, free of established denominations—were initially included on a trial basis in the Waldorf school schedule. We were gratified to find that children of thoroughly atheistic parents attended these lessons with their parents’ consent. One can truly say that these free religious lessons are supported extremely well. Nevertheless, we take great care not to be mistaken as a denominational or an ideological school, but to show that our interest is in the practice of definite educational methods.

One of these methods, for example, consists of introducing the appropriate lesson material in the right way and at the appropriate age. These free religious lessons are there only for children who attend them voluntarily. Admittedly these now include considerably more students than are receiving religious instruction from Catholic or Protestant religion teachers. We cannot be held responsible for this situation. Students feel greatly stimulated by these free religious lessons, which bear a thoroughly Christian viewpoint and character; otherwise students would shun them. I mention this merely as a fact and not with the intention of judging.

The religious lessons are based on the premise that a religious atmosphere can be created in every lesson and subject. Such an atmosphere is created in our school. When teachers, through their own soul mood, connect everything that exists in the sensory world to the supersensible and divine, everything they bring to their classes will naturally transcend the physical, not in a sentimental or vaguely mystical way, but simply as a matter of course. All that is needed for this is the necessary feeling of tact. Then everything introduced to the students in various subjects can be summed up, as it were, in a religious mood. Our few specific religion lessons are given as additional lessons during each week. What lives in all of the other lessons anyway, and leads students to the divine-spiritual, is brought together in the free religious lessons, and lifted to the divine and spiritual level, through interpretation of natural phenomena and observation of historical events. Eventually, through the right cultivation of the religious mood, the children will experience moral impulses as the divine speaking in human nature and in the human being.

To bring about the right cultivation of a religious mood, something easily overlooked nowadays needs to be developed in the children; an honest, entirely open, feeling of gratitude must be nurtured beginning at an early age. Certainly, love must grow in the natural relationship between teacher and student during the years between the change of teeth and puberty, and much care must be given in nurturing this love. Gratitude has to be developed so that children experience it for everything received. Whatever it may be, whatever has been received from another person calls forth a feeling of gratitude. An immense enrichment of the soul is achieved through the experience of this feeling of gratitude. One should see to it that, even in a very young child, a feeling of thankfulness is developed. If one does this, a feeling of gratitude will be transformed into love when the child enters the second period of life. In every situation in life, love will be colored through, permeated with gratitude. Even a superficial observation of social life demonstrates that a valuable impulse for the social question can be fostered when we educate people toward a greater feeling of gratitude for what their fellow human beings are doing. For this feeling of gratitude is a bridge from one human soul and heart to another; without gratitude, this bridge could never be built.

If people had a greater sense of gratitude toward other human beings, we would not see so much of what passes for social demands, social radicalism, and so on, occasionally of a rather grotesque kind. When I say this, I am not siding with one or another social group. My own contribution to the subject can be read in my book Towards Social Renewal. However, if this feeling of gratitude is nurtured in the child at an early age, and experienced in the child’s love for the teacher between the second dentition and puberty; if gratitude is encouraged to enter the child’s soul so that with the arrival of sexual maturity the soul can unfold genuine love for other human beings, as well as for all of nature and the divine and spiritual beings; if gratitude becomes all-pervasive, then out of gratitude, the religious mood will develop in the human being. Gratitude toward the divine and spiritual powers sustaining life can be a tremendous protection for the soul. It is an important factor in the generation of inner warmth and a sense of security in life. The feeling of gratitude toward the divine and spiritual powers is in itself a great source of revitalization for our earthly life. I would like to put it this way: What intensifies the physical organic forces in the blood is comparable to what vitalizes the human soul spiritually when it develops love and gratitude toward the entire universe.

Working in the art of education as we advocate avoids one-sidedly physical or spiritual-mental education. It allows instead the beneficial confluence of spirit working in matter and matter as the bearer of creative spirit. Then we educate the spiritual and the physical sides simultaneously. This is the only adequate way, because the human being is a unity of spirit and the physical. However, such an education must never degenerate into one-sided theorizing, but must remain a true art, an art that lives in the person of the teacher. But one needs to have faith that nature herself is the great artist working in harmony with divine, spiritual forces. Basically, unless one can lead abstract natural laws into an artistic appreciation, one does not understand what is weaving and living in nature.

What is the central point of such an attitude toward education? Today there is much talk about how children should be educated. Prescriptions are handed out for a more or less intellectual kind of education, or for more emphasis on the will aspect in education. Great! One talks a lot about children, and rightly so. Of course, children should be at the center of all educational endeavor. But this is possible only if each individual teacher is really capable of deep insight, with an artistic eye that can see the human being as an entity. That is why all realistic discussions about education ultimately come down to the question of finding the right teachers. To do this, Waldorf pedagogy has been created from the work of the teachers’ faculty meetings and various staff meetings. Ultimately, the faculty of teachers is the soul of the school, but this can be only when the various teachers can work together.

To conclude, let me say this: If one enters a school run according to the aims of this art of education, if one views the attitude of the teaching staff, from which everything radiates that happens in each class and affects each child, one would be reminded of the words above the door of the room where the teachers meet for their consultations, the ever admonishing words: “All your educational endeavors should bring out in you the urge for self-education! Your self-education is the seed for everything you do for your children. Indeed, whatever you achieve can only be a product and result of your self-education.”

This must not remain just a more or less external admonishment; it must be engraved deeply into the heart, mind, and soul of every teacher. Ultimately, human beings are educated into becoming good citizens of the world, of use to their fellow human beings. Only one thing can and must be achieved in education, especially at a time when life has become so complex and demands so much constructive energy to supplant the forces of decay; this one thing is the recognition that true education, education toward love, will be fostered through the dedicated efforts of the head, the soul, and the heart of each individual teacher.

Above all, I thank Dr. Zeylmans and all of you for giving me the opportunity to express some thoughts here about the – if I may say so – medical consequences of the anthroposophical method of research. Of course, it will only be possible to give a few brief hints in the two short hours, and given the deviation of the point of view that I will have to choose from the one in use today, it will also be particularly difficult in the two short hours to get beyond the fact that much of what needs to be said, from today's point of view – from the point of view that one is used to – may seem quite paradoxical, perhaps more than paradoxical. But those present will know how, in the course of the historical development of mankind, we have learned to rethink many things; and so, at least to begin with, there will also be a certain tolerance for the fact that a point of view that arises out of genuine, conscientious research must appear paradoxical.

But the first thing I would like to say in the way of an introduction is that the medical consequences of the anthroposophical research method are not about opposing anything that would have to be absolutely “new” to what today's conscientious medicine, built on the natural science that has become customary for centuries, has to say. The research method I am talking about does not want to overthrow, but rather the opposite: by looking at the various things that have emerged from natural science for medicine in recent times from conscientious sensory-empirical methods, it has to take on board the fact that modern medicine points everywhere to an area that is still difficult for it to enter, for the reason that, yes, because the research methods are basically so conscientious has arisen, that modern medicine refers everywhere to an area that is still difficult for it to enter, for the reason that, yes, because the research methods are basically so conscientious, so exact, so exact in relation to the sensory-empirical methods that we are all familiar with. But precisely because of what natural science has become great, because of what has enabled it to provide such a meaningful basis for medicine, precisely because of this, certain paths to knowledge of the human being and thus to healing have been made impossible. And so allow me to start today by mentioning some principles and then to go into the peculiarity of some of our remedies, which are typical, which are characteristic, tomorrow.

We did not choose this path from the outset, saying to ourselves: Anthroposophy must know everything, so it must also have something to say about medicine. That is the agitator's method. But we, on truly anthroposophical ground, want to take the standpoint of genuine scientific knowledge, at least in our fundamentals. And so it has come about that this medical movement has arisen within the overall anthroposophical movement, because doctors, especially doctors in Germany, but basically doctors in all countries, have found that current science and medicine raise questions that cannot be answered with the methods in use today, at least not from diagnosis, from pathology, to rational therapy. Then these doctors came and asked whether anthroposophy, with its special kind of knowledge of the human being, might have something to say about medicine, about a knowledge of the human being that can go somewhat deeper into the human being than one is able to do with the methods currently in use. And so, I would say, the challenge, especially from those medical doctors who were dissatisfied or who had fallen into a certain skepticism as a result of their studies and practice, led to the development of what I will be talking to you about today and tomorrow. From the outset, we did not take the view that we could now introduce all kinds of amateurish ideas into a conscientiously conducted field of research that had been put into practice. And when the founding of Kommender Tag in Stuttgart and Futurum in Switzerland suggested that the field of medicine should now also be cultivated, it came about that I said: Certainly, what Anthroposophy has to give can throw light on the preparation of remedies, but one should not simply start from preparing remedies, but everything that is done in this direction should be in the strictest connection with medicine, with real practice. And so our institutes came into being, which are indeed institutes for preparing remedies using the methods I will talk about; but these institutes are connected to clinical institutions, and in the course of time I will often refer to that clinical institute which has now become exemplary in the first place: that of Dr. Wegman in Arlesheim, which is directly connected with the Goetheanum, our anthroposophical university in Switzerland. There it is indeed possible, through constant contact with the sick, to enter into a living connection with regard to therapy, which, through the anthroposophical method of research, is to be cultivated as the great question of our time.

But we have not yet been satisfied with that either. We have affiliated actual research institutes to these institutes. And we have affiliated a biological institute and physical institutes, but I will not speak of them for the time being, as they are still in the early stages of their work. At the Biological Research Institute – which I want to mention so that you can see that we want to work with the same exactitude that is otherwise required – we have already recorded two findings. Please don't take it as silly vanity of mine when I express my conviction – oh no, it's important to honestly express what one can be convinced of based on the available results – when I say: Despite some individual methodological objections that one could still make, these two results are such that they can point the way to how we can strive for the same exactitude that is otherwise striven for today in the scientific basis of medicine.

The first work to come out of our research institute is a work on the function of the spleen, and since I can only give you two lectures, only suggestions, you will forgive me if I can only point out some of them. In the course of anthroposophical research work, the function of the spleen has become particularly interesting to me, and I will have to speak about what can be called the spiritual scientific method. Through these methods, it has become clear to me how special the spleen function is in the human organism as a whole, which, as you know, is a kind of crux for anthropology. The human being - I can only hint at this now - carries within him the most diverse processes, including those that require rhythm. These processes include not only breathing and blood circulation, but also rhythms of a larger scale, for example, the rhythm of digestion. Now, the rhythm of digestion is something that is demanded by human nature itself, but which, in the way it is demanded by it, can never be maintained. According to the demands of his organism, man should actually eat and drink with an enormous rhythmic regularity. He cannot do this, because even if he organized the times for his meals with great pedantry, this would not yet result in the rhythmicity demanded by the organism actually being able to be maintained. For one day one eats this, the next day something else, and one would have to proceed with an almost immeasurable knowledge of the details if one were to do all this. Breathing and blood circulation have it easier, but the rhythm of digestion is, because we are dependent on our contact with the outside world, something that cannot really be met. Now the functions of the spleen are designed to compensate for and correct those irregularities that necessarily occur in the digestive rhythm, by combining these spleen functions with the entire digestive function in the broadest sense. That is what I realized at the time. Now, at our Biological Research Institute, through methods that are as exact as the clinical methods of today, even if some objections can be raised with regard to the details, this has been fully empirically confirmed by the work on spleen function. It is a work that one would like to believe, if it had been done in an ordinary clinic, would have made a great impression in the field of medical thinking. That this has not happened – and this is not a case of silly vanity, I assure you – and that this work, carried out with such enormous dedication by Dr. Kolisko, is still relatively unknown today, is solely due to the fact that it was created on anthroposophical ground.

The second work is such that a scientific-medical “belief” has been made to the extent that it can become an exact science.

It is historically understandable that, given the tremendous successes that have emerged in the last few centuries, at least in the natural sciences, in the 19th century, humanity was, so to speak, hypnotized by what sensual-physical observation and exact experimentation could yield. But as far as knowledge of the human being is concerned, and even in terms of ordinary physical knowledge of the human being, it is not possible to go so far with these research methods that an inner understanding of the nature of the human organization emerges. And this is simply because, on the one hand, great and tremendous progress is being made in our knowledge of the human physical organization, but, on the other hand, precisely because of the exact and fruitful nature of these research methods, a whole part of the human being, which is just as real as the physical human being, is simply being excluded. The greatness of scientific research can also be seen from the fact that it has thrown out of our knowledge of man with tremendous energy that which is the spiritual-soul man, who - as we shall see - must be understood in the medical sense no less as a reality in practice than the physical man. To do this, it is necessary for me to first tell you a few basic principles about the anthroposophical research method in general, especially insofar as it leads to knowledge of the human being.

The fact is that today, in all our research, we simply stop at how we have become in our soul constitution, which also includes our cognitive ability, through what culture has already brought up as our school education, as education within the conventional sciences. That is where we stop. We do not say to ourselves: as a two- or three-year-old child, we still look quite unlike our soul mood and constitution in later life. We develop; we become quite different in the course of, say, fifteen years of our human youth. In our eighteenth or nineteenth year, we have abilities that we do not have as a two- or three-year-old child, let alone earlier; these develop from within us. Why should it not be possible to raise the question: Is it not possible for an adult to remain relatively capable of development? Is it possible to arbitrarily, so to speak, complete this development of the soul life? Of course, at first it is a question of inner trial. But anyone who tries, who really tries to go beyond what is today considered the norm of human soul development, to attain other soul abilities, can do it, will succeed! More details about this can be found in my books “How to Know Higher Worlds”, “Occult Science: An Outline” and others. In principle, I will only hint at this, that we are able to develop further what we otherwise have as thinking, what we know from its application not only in ordinary life but also in current science when we experiment and interpret observations. When this is said, people usually start saying: Yes, now he is coming up with a “mystical development.” But if you want to contemptuously point to the mystical development — if you want to use the word — that I am talking about here, then you should also contemptuously point to mathematics and geometry. The essence of mathematics and geometry is this: that one moves in full deliberation from one position to another, that there is absolutely nothing of the subconscious, in which suggestive can play a role. This deliberation, this full awareness, must follow us everywhere in the object, in mathematics and geometry. The same thing that we do inwardly with the object, when we proceed exactly, can be applied to the development of our own soul. Not in that mystical conspiracy, with which one often speaks about mysticism, but in full clarity, the soul can be further developed in relation to its ability to think, but not by brooding within itself, but by proceeding from quite definite, clearly comprehended ideas and from there — just as it happens in mathematics for the object — now taking in nothing but that by which one can pass with full composure from one content of consciousness to another. If this is applied as a truly inwardly exact method of developing the soul for a sufficiently long time — it takes longer for some, shorter for others — then one does indeed gradually come to grasp thinking, not as it is otherwise passive, but in its activity; so that one, while otherwise passively following with one's thoughts what one can observe, comes to experience an inner activity.

This inner activity of thinking gives the first real insight into what is supersensible in man, the first stage. I would like to say: if one approaches man from the outside – and one can chart the whole blood dynamics – then in the blood dynamics one has, so to speak, a picture of man, of a part of man, seen from the outside. But by proceeding as I have indicated with regard to thinking, one comes to experience oneself inwardly filled with a second human being, with the human being who is independent of the physical organism.

Anyone who thinks that something suggestive is occurring is ignoring the fact that the methods I am referring to here are absolutely exact methods, in which everything is experienced in full composure; so that one can arrive at precisely what might be even the slightest suggestion in the depths of the soul and reject it. The path one follows with this method is exactly the opposite of that which can introduce anything suggestive or autosuggestive into consciousness. But one comes to the following:

If one observes the gradual development of the child with the precise observation that one acquires through such a development of thought, then a significant difference arises between the whole constitution of the child up to about the change of teeth, up to the seventh or eighth year, and after that. The difference that exists between the earlier and later stages is such that one must first acquire the ability to pay attention to it. Otherwise one overlooks it, does not pay attention to it, but one must start precisely there, I would say, with the courage to approach the human being and such observations really as precisely as one has otherwise become accustomed to in physics in the course of more recent research. In physics we speak of latent warmth and of warmth that actually occurs. We speak of the fact that through some process a state of warmth that would otherwise remain latent in some substance, that is, within the substance, can come out. Whatever external physical science has arrived at, we must also arrive at. We must be able to have the courage to do this, the courage with regard to the development of the human soul, for example. And if one has this courage to do research, the following emerges: one sees — one only has to understand how to focus one's attention on it — how, in the case of a child who has changed teeth, inner soul forces arise that were not there before. Not even education has progressed so far as to be able to say anything about this, because it is not observed precisely, because the curves do not rise steeply and fall deeply, but because it is a matter of subtleties and these subtleties must be observed with a different, spiritual eye; that is why little attention is paid to them today. But for those who acquire the ability to conduct spiritual research, it turns out that everything we call the ability to remember, for example, is radically changed when the teeth change. The ability to remember is one that, with a certain elementary power, still allows the organism to shoot out what the child presents in their memory. That special kind of memory experience, where one goes back and has the feeling that one is going back to the experience, that only occurs with the change of teeth.

So countless things in the mental experience only occur with the change of teeth. They are then there; they did not reveal themselves before in the child's nature. Where were they? They were in the child's nature, just as latent warmth is in a substance; and those organic processes that have only their external symptom in the change of teeth have brought out what was previously in the organism and working on it, just as some physical process brings out the latent warmth from a substance. Today, psychology speaks of psychophysical parallelism and the like; it cannot come to the conclusion that there may be a connection between what we have in psychology today: the soul, thought of in a completely abstract way, and what comes to light anatomically and physiologically, because the two things are such that, if you look at them in such an abstract way, you cannot find a bridge from one to the other.

But the human being is, after all, a developing being. If we look at what is present in the soul after the change of teeth, what has emerged in the soul, we can say: the same forces that now confront us as the metamorphosed thinking in the soul were previously organic forces, acting as forces for the growth of organs in the child; so that here we have an empirical relationship between the life of soul and the life of body, which one must seek only at the right time in human development.

If we now carry out the mental exercises I have mentioned, we come once more to something similar in this thinking, something that is as strong and active as the thinking still in the organism. That is the second person that one discovers in oneself: it is on a higher level than the ordinary, merely passive thinking, but what we have as a second, etheric body - I ask you not to be offended by the term - thoroughly organized. So it is not a matter of the anthroposophical research method that one now speaks of an imagined etheric body, but that one can in fact - I can only give hints here - empirically show how what one finds through the special methods of knowledge is really active in human nature; because when we look at a child, what we later find in thought is at work. If I want to understand the forces of growth in the child, if I want to know how there is something particularly vitalizing in it, then I have to do it in what I call imaginative knowledge, because that makes it an inner content of consciousness. If, for example, the forces that are growth forces in the child later pass over into the life of the soul, but then work passively, and if there are healing powers in these growth forces, then I can only explore these healing powers if I now, in turn, come to look at and inwardly experience what the vitalizing forces are, using the actual spiritual scientific method. This makes it possible to see in these things not mere fantasy but something that is active in the human organism, and thus to make outer anthropology a real anthroposophy through inner empiricism.

And just as one finds this second human being through a special training of thinking, so, if one goes further, within these two humans, the physical and the etheric, a third can still be found. But do not be put off – because terminology is needed everywhere – if I call it the astral human being, anthroposophy already indicates the reasons for this. I will only hint at the constitution of man himself.

When one has come so far as to really experience this second, etheric man inwardly independent of the physical man, then one has a content of consciousness. With reference to this, I can say: One feels almost as secure in it as one feels in one's physical body in normal waking consciousness. One already feels this second man. Therefore, the next step, which must follow, is much more difficult inner work: to find out what I have described as the etheric human being. Because you only get the rest by gaining the strength to sucker out this etheric human being. This must now be done very consciously, so that you, as it were, drive out again after driving in. Generally speaking, the preliminary exercise for this is not easy. Ideas that have stuck with you for a long time, that were so present that they occupied your entire consciousness – but again in full consciousness, so that there is nothing suggestive about them – are difficult to switch off, because they work in consciousness with much stronger force than ideas that are fleetingly established in everyday life and from ordinary observation. But once one has practiced freeing one's consciousness in general, in a more conscious way, from whatever may be present in it, then one can also learn to use suggestion to make this figment of one's own imagination disappear and to create an empty consciousness. This consciousness is then exactly in the state in which man would be if, after entering the ordinary dreamless sleep, he were suddenly to perceive around him a different world, if he were to wake up not in the body but outside the body, and also not in the physical world but in a spiritual world.

This awakening can be brought about by doing what I have just described: after first energizing the consciousness in the strongest possible way, so that it acquires an etheric content, one then empties it again, has the empty consciousness, the mere awakening, without any of the content one otherwise has in life or in science. To produce empty consciousness – you know how difficult that is in ordinary life, because when you let the sensations of the senses disappear in ordinary life, the person simply falls asleep. But in this way, as I have described it, you come to the empty consciousness that merely watches, but it does not remain so for long. Then the spiritual world enters, above all a third human being, a person who is actually now only an inner function, only inner mobility and activity. The second, etheric human being, is the vitalizing one, the third, astral human being, is mobility, activity.

Then there is a fourth human being that makes it possible for us to be human in the fullest sense of the word. Perhaps I will have the opportunity to elaborate on this in the course of the lectures; for now I will only hint that this is the actual I-human being, because what I have described so far is also possessed by the animal: physical body, etheric body and astral body. But the human being also has the possibility of experiencing this combination of his limbs within himself, not in the abstract but in the concrete. If the human being not only produces empty consciousness, thereby grasping the spiritual world, but if he now goes further and energizes the experience of the spiritual world even more, then he comes up to the full conception of the I.

In this way, one can form a picture of what gradually becomes the content of the human being through anthroposophically exact methods. This content of the human being is now truly there. Just as warmth, which was first latent and then brought up and became real warmth, manifests itself in its physical effects, so that which is etheric body, astral body and I definitely manifests itself in the human being. And we only understand the human being if we can truly consider this interaction of the four members of his being.

Let us look at a single aspect. Let us look at a single aspect so that we can form an idea of how these things can interact, for example the kidneys and kidney function in humans. In every single aspect of the human being, the four aspects of human nature interact to a greater or lesser extent. When we study kidney function, what we can observe in the corpse or otherwise is only the sum of physical effects. However, this sum of physical effects is energized by what I initially called the etheric body, that is, by that part of the etheric body that contains the vital functions for the kidney in particular. But this is again permeated by the astral body, and it is only in the interaction of these members of human nature that we can inwardly comprehend the human being, whether in the case of a single organ or a system of organs. Now let us take the case of detecting some kind of irregularity in kidney function. I need only refer to this in general terms, since you are a professional in this field. And anyone who sees through the whole thing as I have indicated will see that in some way the physical kidney function and the etheric kidney function oppose the astral kidney function. So that is a typical case. One can come to the conclusion that the physical and etheric kidney organization offer resistance to the astral kidney function — which one only gets a view of when one has established empty consciousness. But now it is like this: when a living organ, the kidney, offers resistance through its physical and etheric organization to the astral, then, because otherwise the organ would atrophy, the astral organization must intervene more thoroughly more energetically; and therefore, in special cases, of course (I always relate to specific cases), we have a particular concentration of the part of the astral organization that corresponds to the kidney on the kidney activity. In other words, the astral kidney function becomes much stronger in itself than it is allowed to be called upon to be according to the whole constitution of the human being; so that the one who sees through the kidney function in this way has the picture: Here the astral body is performing work in the kidneys that it withdraws from the totality of the human being in which it must be active; it develops a process in the kidneys that should not actually be there. Due to the particular abnormal developmental aspects in the physical and etheric kidneys, the astral kidneys are overburdened.

Now it is a matter of pushing the diagnosis to this point. It is known that the astral part of the kidney now has something to do that it does not actually have to do in the normal functioning of the organism; it performs something that it should not actually perform, but which the kidney, as it is in its diseased, pathological state, or as the etheric kidney, now demands of this astral part. This leads to the first part, to the very first link in a view of the nature of the patient. The disease processes should actually be the greatest mystery for the thinking person, because they are, after all, natural processes. But the normal processes are also natural processes. How do these abnormal processes, these disease processes, come to be in the midst of the normal processes? As long as one regards the human being only as an equally valuable tissue of physical substances and functions, one does not actually arrive at a possible distinction between what is physiological and what is pathological; but one does arrive at it when one knows that the kidney can undergo a metamorphosis in which it develops physical processes that the normal kidney does not develop because in the normal kidney there is a right harmony between the physical, etheric and astral kidneys. This is what one first sees.

The question now is: how can this disease process, which must simply be explained in terms of an excessive demand on precisely a supersensible part of human nature, possibly be eliminated? How can we get the astral person to function normally again?

In these discussions, I always want to look at something very specific and individual. I do not want to talk about a severe kidney disease, because the principle of the matter can also become clear to us in the case of a mild kidney disease. But just so that I can indicate how to deal with such a kidney, I would like to start from a very specific example.

What we know is, first of all, that we must now free the astral body from its work on the kidney, which is deformed in the broadest sense. There is a process going on there that the human astral body should not be doing; we have to get it out of the abnormally running process of the kidney.

If we now gain the kind of knowledge that first looks at the human being and then at the world, the following emerges with the method I have described. We turn our gaze from the human being to the outer nature. We come to study the special nature of Equisetum arvense. If we study this horsetail, not so much emphasizing the individual substances it consists of, but rather looking at the process that lives in it, then we come to the following: Today it is common, because materialistic thinking has taken hold of everything, that we state for everything organic: it consists of so much protein, fat and carbohydrates and so on. We look everywhere for what the external chemistry can indicate as the individual components of a substance, and in this way we arrive at the elements, as they were called; but that is not what is of primary importance in what I have in mind here. What interests us most about equisetum is that when we analyze it, that is, when we break down its functions, we find that silicic acid is the main constituent among the substances that remain. It must therefore be present in such a strong way that it predominates, still exerting its silicic acid function in equisetum. In analyzing, we do not recognize the substance as such, but we do recognize what significance the substance has. And that must also be recognized.

Equisetum is a plant; in it we do not find an astral body, but we do find a physical body and an etheric body. We study Equisetum arvense and find that silicic acid plays a particularly important role. Of course, there are other plants that contain silicic acid. We also find that certain sulphuric acid salts play a role and finally we find that the most important constituents that still assert their nature, their essence, in Equisetum, are silicic acid — but not the “material”, but the silicic acid function — and the sulphur function. And now we find something very remarkable. If we are able to see through the special kind of connection with the spiritually developed powers, what is around the sulfuric acid salts in connection with the silicic acid, SiO2, we find that there is there is a process, a functional connection that we can now transpose into the human organism, either orally or – in the case of other processes we do not have to choose the oral route – through a bath or by injection. The significance of these individual methods will be discussed later. But if we introduce the equisetum into the human organism in a certain way – but it is better not to use equisetum as such now, and that is the basis of the essential way we prepare our remedies, because although the effects are there, visually, they are not as permanent – if we now study the functional relationship between silica and sulfur and then try to imitate it in the preparation, we have the opportunity, by implementing what can be studied in the case of Equisetum in the more or less inorganic preparation, to develop stronger effects on the human organism than those achieved by using the mere plant as a tea or the like. This is particularly important for the production of our remedies.

If I now introduce into the human organism the functional relationship between sulphur and silicic acid in the right way, then simply through the special quality of this functional relationship the following happens: the process that the human astral body has to carry out while the disease is present is now taken from the kidney. If I introduce into the kidney the functioning of sulphur and silicic acid in Equisetum arvense, I relieve the human astral body of what would otherwise have to be done by the deformed kidney (deformed in the widest sense); I let the disease process, so to speak, be done by something that I have introduced into the body.

This is the beginning of every healing process. You have to know the disease process. You first have to have a rational pathology, you have to know the disease process and you have to research where in nature something can be found that can exactly reproduce this disease process. For one must not believe that one can always fight the disease process everywhere in a disease, but one must actually catch it. What the disease process is, must be caught by something that is known in its dynamics, as here with Equisetum sulfur and silicic acid. Then one gets out that which, as in this case of kidney disease, used to function as the astral body. And by getting this out, one must also ensure that the person is strengthened internally through diet and so on, so that they can apply all their inner strength more energetically than usual. That is, one must devote some energy to the entire astral body. Then one gets the astral body, which has now been released in its entirety in this way and in the corresponding case, to extinguish the disease by means of the healthy part of the astral body, if one first has the excessive activity of the astral body take over from an external function.

This is how one arrives at a rational concept of healing. As a rule, this healing always consists in intercepting the disease process by means of an inserted process from outside and then, by energizing, inducing what is already in the person to overcome the disease process, while one cannot do this as long as — as in this case — the astral body has to turn its activity one-sidedly towards the kidney, which is different from how it should be. What I have just described is the case, or can be the case, with all those disease processes that are based on organ irregularities that - as I would like to call it - have a centrifugal effect, an inward centrifugal effect. The kidney is a secretory organ that first secretes inwards, even if the excretion goes outwards, it secretes inwards. And if you take my point of view, pathological processes must be understood in such a way that the cure consists in inducing a centrifugal process in the kidneys by introducing Equisetum arvense, a process that radiates out from the kidneys.

There are other processes that show us the polar opposite of what I have just mentioned. And here I do not wish to mention a serious illness, but rather, to discuss the principle, something that, although it only attracts more or less distant attention compared to the actual deeper illnesses of the human being, is, above all, extremely unpleasant for the patient: that is hay fever, hay fever catarrh. If we want to combat this, we must bear in mind that we are dealing with a very serious constitutional disorder. Ultimately, however, it can be traced back to a weakening of the astral body with its powers, this third, internally mobile human being, which occurs peripherally in the human being. We can trace hay fever back to early childhood, where we have general illnesses that we usually do not pay much attention to, which then specialize into what occurs later in life as hay fever. And if we know that this hay fever is based on the astral body weakening in relation to certain functions, not reaching the physical body and etheric body, then it must be our primary concern to energize this astral body inwardly, to lead it back to its proper functions, so that when we have to deal with more outward-directed centrifugal effects in the pathological, we now counteract them with something else. In the example of kidney disease, we have, as it were, intercepted the disease; we have considered the astral body in such a way that, when it is freed from its abnormal work, we only need to energize it, to strengthen it; then, when we relieve it of what it had to do with the diseased kidney, it will already be working in the direction of health. This is not the case with processes such as hay fever. In such cases we must not try to stop the disease process; instead, we must set in motion a process that is the exact opposite of the disease process. It has been found that we can stimulate the astral body to perform a function that it can no longer perform because it no longer has access to the physical and etheric bodies. This can be done by using certain fruit juices that which have skins, and which actually show centripetal effects within the fruit, and when we prepare the corresponding preparation from these fruit juices, as an ointment for milder cases and as an injection for more severe cases. We drive it back to the physical body and ether body, and in this respect, we can indeed show some very nice successes. Dr. Wegman has injected numerous patients with our hay fever remedy and has had the most wonderful successes in this area. It is entirely possible, from this way of thinking, to bring about a meeting between the astral body, which has become sluggish, and to energize it, so that one can see in this process, which one causes with the injection – these processes then have a certain affinity to particular organs; so if we use a particular fruit juice, it has a particular affinity to particular organs; one then one has to find out the particular points and know the currents in which the affinities express themselves – one can see how those physical functions that occur through that which has become sluggish and inert in the astral body, which would not occur if they were held by the astral body, how these functions really cease to occur when we now intercept the astral body itself. Before, we intercepted the disease process; now we intercept the process in the particular area on which we want to act. Thus, with regard to the preparations we use, we have to distinguish between processes that work more centrifugally, as I described in the case of the kidney process, and healing processes that work more centripetally, as for example in the case of the hay fever remedy.

When you consider these things, you might think at first that they are imaginary. Most people in the present day also believe that they are imagined. That is why I attach great importance to the fact that we not only produce such remedies, but that our institutes work in line with this medical way of thinking. Now, when examining these remedies, one is in a different situation than when trying out remedies in a purely empirical way. In the latter case, one is mainly dependent on statistics, which tell us: if the number of cases in which a remedy has helped is very large in relation to those in which it has not helped, then statistics will help us. But if we start from a method such as I have described, we see to a certain extent from our understanding of the disease process what must occur in a particular healing process. Pathology and therapy become one! Because the thing is this: if I recognize through diagnosis what is going on in the diseased kidney, then it is the same process, only on a different level, that I have to apply in therapy: I have to intercept the process; I have to introduce something into the human organism through the combination of sulfur and silicic acid so that I myself produce what presents itself to me as a pathological process. I heal by developing a therapy that is an imitation of the disease process at a different level, and that must be carried out by the astral body. For example, if I introduce the function of equisetum into the human organism, I leave it in the etheric body, and I relieve the astral body of its work on the diseased kidney.

In this way what is otherwise juxtaposed and can only be found together by pure empiricism – pathology and therapy, is transformed into an absolute unity. If we recognize the nature of the disease process in this way, we must find in the outer nature how, for example, a particular kidney process is imitated in Equisetum arvense; or if we recognize that the bile secretion process in the liver is really its inner nature in certain forms of the disease, we find this form of disease of the gall secretion process, for example, in Cichorium intybus, then we are able, through the way in which the function proceeds in Cichorium intybus, to relieve the astral body of the liver in the gall secretion process of what it would otherwise have to do. We thus advance in healing in such a way that pathology itself is actually nothing other than therapy. This is how therapy becomes a truly rational science. — If, for example, we are familiar with the wonderful connection that exists between iron and certain mucilaginous plant components and salts of Anisum vulgare, we can see how there is something functional in this aniseed, particularly in the seeds of Anisum [Pimpinella anisum], which is one with certain hyperinflammatory blood disease processes. We can relieve the blood of these disease processes by using a preparation that is modeled on the connection between certain plant mucilages and the iron in aniseed. In this way, we not only free the astral body, but, when it comes to blood diseases, the ego organization is also involved.

In this way, we come to turn our gaze to the whole of nature. What is beautiful nature outside is actually nothing but an imitation of disease processes. In the human being, these are disease processes on the inside, while outside it is the wonderfully beautiful nature. But one must understand the connection and know how to bring disease functions into the human being from the wide field of natural processes and thereby relieve the supersensible members of human nature of disease processes. Now one no longer has to rely on statistics! For if one recognizes such a connection by inner insight, and observes how the effects must occur, then it is the same as in a physical experiment carried out correctly in an exact scientific way. There one does not proceed according to statistics either, but one knows, for example from Mariotte-Gay-Lussac's law, that this is an exactly executed experiment which, if it is carried out exactly, is also conclusive. With human beings it is not as simple as with a physical experiment, but it is actually the same if one can see through the process of the illness and say: this or that must work, and then see step by step how it works. What is necessary – and this is precisely what is available to such a high degree in the Clinical-Therapeutic Institute of Dr. Wegman in Arlesheim – is that one really banishes all medical skepticism; because that is actually what continually puts the strongest obstacles in one's way. What Dr. Wegman has is the courage to heal. The courage to heal is part of everything! Then you also come to see the disease process and start to counter it, so to speak, intercepting it. But then it becomes particularly important to see how it all actually happens, if you don't want to be sloppy; but to follow the healing process step by step. And then you also know where something is not in order; then you have to go back and investigate where you have overlooked something. But if you then have the courage to heal in every single case and actually do not presuppose anything else, do not want anything other than healing, than courageously healing the disease processes, then you have that, from which you can feel most strongest stimulus, as a scientific basis for medicine that does not merely want to work out rational therapy from an exact pathology as a consequence, but which already has the healing process in the diagnosis. Then one cannot speak about the disease process other than that one already has the therapy at the same time as the diagnosis. One then describes the kidney disease in such a way that the description is very similar to what happens in Equisetum arvense: one transfers what one sees in the kidney to an external natural process; so that one describes in such a way in the diagnosis that the diagnosis contains the healing process.

Allow me to expand on some of the things I mentioned yesterday. What I will say today can, of course, provide no more than a few pointers and suggestions; while, of course, a wealth of evidence could be provided to support everything that needs to be said from the medical point of view, from the perspective that I hinted at yesterday, which of course cannot be discussed today – and in such a short time anyway.

I already indicated yesterday that through the inner training of the soul, one can actually come to distinguish in the human being the actual physical body, then what I called yesterday – as I said, one must have terminology, and one does not need to bother about it — what I called yesterday the etheric body, which is the first supersensible link in human nature; that one then has to distinguish the astral body, which I also discussed yesterday in terms of its effect on kidney function, and finally the ego organization in the human being. When we speak of a person in a healthy or diseased state, it is always necessary to bear in mind that these four aspects of the human being have distinctly different functions that interact and exert mutual effects on one another in both healthy and diseased states. And only when one is able to visualize the unity of the human being from this confluence of four, I might say separate, levels of function, is one also able to gain a true conception of the healthy or the sick human being. I already mentioned yesterday: disease processes are, after all, natural processes. And with unbiased observation, one cannot really find a boundary between the so-called normal, healthy processes of the human organism and the diseased processes if one does not know this structure of human nature and thus knows: if any of these members interferes with the entire human unit more than it should interfere, then this is precisely how the abnormal, diseased functioning of the human being arises.

But we still cannot arrive at an idea of how the various forces, the sensory and the supersensible, interact in this miracle of the human organism, if we do not know one thing that was actually in my mind when I conceived it more than thirty-five years ago, but which I have only dared to speak out in recent years. Only in recent years have I been able to find the courage to say it, and it will be clear from this that the research meant here is no less conscientious than what is considered research today. The following is at issue.

We must also subdivide the human being according to the nervous-sense system, which is primarily localized in the head. But the human being is not such that one can say anything other than: the nervous-sense system is primarily localized in the head organization. It extends over the whole human being, and what I have to distinguish as three or four elements of human nature interlock; and when we speak of the nerve-sense organization, we can really only say, exactly and precisely, that the human being is most “head” in the head, but the head organization, the nerve-sense organization, extends over the whole human being.

Then, what can be called the rhythmic organization of the human being in the broadest sense plays into this nerve-sense organization. The rhythm of breathing and the rhythm of blood circulation are, of course, the most prominent phenomena within the rhythmic human being; but other rhythms also come into consideration: the rhythm of sleeping and waking, the rhythm that expresses itself in the narrower sense in digestion, and so on. Again, the rhythmic system extends throughout the whole human being and is only preferentially localized in the middle of the human being. And thirdly, we have to distinguish – we can look at it in one way or another – the metabolic-limb system. This is the system that primarily serves the movement of the human being and that in turn extends throughout the whole human being. These two systems, the metabolic system and the locomotor system, are also closely connected, which will perhaps become clear from the inner content of the observation I am about to make.

However, these three systems, although they are interrelated, are strictly distinguished from one another, so that we can say: In the nervous-sensory organization, what is physical, etheric, astral body and I-organization works quite differently than, for example, in the rhythmic organization or in the metabolic-limb organization. These four aspects of human nature – physical body, etheric body, astral body and I – are present in all three systems, so to speak, in separate locations, but they in turn engage with each of these systems in a wide variety of ways. And only when we are able to say, for example, how the ego organization or the astral body intervenes in the head system, are we able to speak of healthy and sick people in an exact and appropriate way. I would like to discuss this for a specific case.

Let us take the head organization, and more specifically how the nerve-sense system is localized in the head. Here too, we are of course speaking of the human being as a whole, because what can be said of the head is also present to a lesser degree in the rhythmic human being, in the middle human being, and in the metabolic-limb human being. But the essential point can be grasped through the head organization: the question here is — as I said, with the restriction I have just made — what is localized first in this head organization. The human being is entirely head, but I discuss the head organization in the head in the narrower sense. First of all, the nervous-sensory organization is localized; the various sensory organs of perception have their continued effects in the inner human organism, so we must say if we want to speak exactly about the senses. Now the question is: What do we actually have before us when we first speak of the sensory organization? — Here, too, I can only give a kind of general idea.

The sense organization is usually discussed in an extremely abstract way, so that one speaks of it as if it were mere concepts. The anatomical and physiological basis is discussed, but – as can be seen from the terribly amateurish discussions that can be found in physiology – the actual functioning within the sensory tract is something that is basically never properly considered. For this is something that behaves in the opposite ratio, so that one can say: The respiratory function is in the reverse proportion to the sense function as the blood circulation system is to the digestive function. So the digestive function, if I may express myself crudely, is, so to speak, a condensed blood circulation. Or the other way around: what circulates in the blood is a refined digestive process. And the sense process is a refined respiratory process. I could also say: the breathing process is a coarsened sensory process. These two processes differ quantitatively, not qualitatively. This, for example, is the reason why the methodology prescribed in Indian yoga philosophy for deeper knowledge is not the mere ordinary nerve-sense process, but a certain modified breathing process. What is to be achieved in the practice of yoga in this modified breathing process is nothing less than a coarser realization. There is actually a great deal of wisdom in this lowering of the process of realization into the breathing process through the yoga philosophy of India. But it is precisely what takes place from the senses inwards, a refined, so to speak spiritualized breathing process. In this refined breathing process, I would like to say, in those places where sensory perception first takes place, the function of the I and the function of the astral body must be present in the greatest possible freedom. They must be able to work in the eye, must be able to work in the ear; but they must be able to work in such a way that the effect is really transmitted to the physical organization.

If we consider the eye, we find the following. In the eye, first of all, is the physical organization of the eye. In it is the etheric body of the eye, which takes care of the vitalistic aspect. But then we have the astral and the I-organization of the human being; these must work independently for the eye, but they must take hold of the physical substance of the eye. Now, in line with what I indicated yesterday, what is found in the human organism is also found in nature outside, only that the natural process is not found in the human organism as a healthy process, but as an unhealthy one; but there is always a healthy process in nature corresponding to a process in the human organism. What the sense organs perceive outside in nature is most outstandingly encountered when you consider the way it functions, which, I would say, is captured in silica, in quartz, in silicic acid, when you therefore perceive as a living process that which appears to you as something that has become solid, as something congealed, so to speak. All solid bodies are only solidified processes, solidified occurrences. If we look at the silicic acid process, we have to say: where we find silicic acid in nature, where we find quartzite – it is also present in other substances in nature, but most prominently in quartz – we have something in what takes place there that corresponds to what takes place in the human being through the human organization, for example in the eye or in another sense organ. There is no justification for the assertion that we have quartz in there in a substantial sense; but what we have in the eye or in another sense organ is functionally, in terms of the process, the same as what is going on outside in quartz. And again, when we observe this process in the sense organs, which proves to be identical with the process in quartz, we come to the conclusion - and this is now also shown by mineralogy in the analogy of external natural , that of all the factors that can be involved in such a process as we have in the quartz process, the one that is least able to interact harmoniously with it is that which is carried by the organization of phosphorus. If you look at what has become fixed in phosphorus in nature outside, as a living process, and take the living interaction of the two, you have the same process that you have in the human eye, as a representative of the sense organization in general. And through this interaction of one process, which is like the phosphorus process, and another process, which is like the silicic acid process, the eye is the organ that can intervene in the physical organization of the eye, which is present as the ego and as the astral body in man. Everywhere the physical organization must create the basis for the spiritual to intervene in the right way.

Now something else is the case. If the process that takes place in the eye through this interaction of the phosphorus process and the silicic acid process, which represents an intimate, harmonious interaction of the two, were to continue into the brain, we would be completely filled with a sensory process, we would be completely given over to nature, we would not be lifted out of nature as human beings. But we have to lift ourselves out of nature as human beings. And for this to happen, a different process must take place in the brain than in the senses, a process that separates the human being from the processes of nature. While something actually takes place in the eye that is only a continuation of an external natural process into vitalization – the sense organs are actually like gulfs that extend into the human being – something must separate in the brain and become independent.

This happens again through a process that we also find in nature. What, if I may express myself in psychological terms, perception turns into an idea with the help of the human organization, is a process within the nerve-sense organization that corresponds to those processes that we find in lead. Therefore, we can say: When that which is perceived by the eye goes back further into the nerve-sense system, then a process must meet it that is the same as the lead process. Only through this can man also think what he perceives. This is what makes the brain a thinking organ; otherwise it would also be a perceiving organ. In this way, man becomes independent.

In saying this, I have indicated something that is characteristic in the organization of the head. I said, therefore, that the same thing that takes place outside in the lead process must take place in the organization of the head in order for the thinking process to come about in man.

Let us now take the lead function and not bring it into the nervous system – when a person is born, the lead is there from nature itself, the lead function is there, without the substance of the lead being able to be detected – but let us now bring the lead function into the digestive system and into the rest; life itself takes care of this, for example sometimes in lead poisoning. If you now observe in all phenomena what lead does to the metabolic limb of man, you get a picture that is presented in various individual symptoms, but which is actually most characteristically summarized in the symptom complex of dementia senilis or cerebral arteriosclerosis: you then get the picture of the human organism decaying in old age. In other words, if I apply the same process that ensures my independence as an organic being in the brain to the other pole of the human being, to the digestive system and to the limb system that is connected to it, then I get a clinical picture; what is a disease process in the metabolic-limb system is a necessary organic function for the nerve-sense human being. If I therefore regard sclerosis as a slow dying, I must also say that in a certain attenuated form it must continually function in the human head, where it is the normal state.

Thus the three members of the human being are distinct from one another: what is the normal state in the nervous-sense organization is a manifestation of disease in the other member of the human organism. But as I said yesterday, how should we approach therapy?

We have to relieve the astral body and the ego organization of the task of dealing with the disease process, when the disease process is allowed to run rampant. So what must we do when we have sclerosis? We must approach it in such a way that we relieve the human astral body of the digestive limb system of what it has to do with the aging, disintegrating, sclerotic body. And we can do that by giving it to the lead, the lead in a certain dosage. And this has led to our finding a remedy for this, which you will find in our list as remedy number 1, as the remedy for arteriosclerosis. It is therefore clear from the outset, through real knowledge of the human being, that the sclerosis can be substantially alleviated by introducing lead into the human being in the appropriate way; only now one must bring the lead to effectiveness. It is not necessarily the case that just because I have introduced the lead into the organism, it is actually effective. Here the further insights of a true knowledge of the human being are of help.

It helps then to be able to distinguish in the human organism between the building up and the breaking down forces. The latter are active, for example, in sclerosis, where the human organism is disintegrating. In the main, in the brain, the human organism is constantly disintegrating, because the brain is constantly filled with a slight sclerosis; this is in its organization. So everything depends on our ability to distinguish between the processes of degeneration and the actual vitalization processes, the anabolic, growth processes. If we can distinguish between these two processes, we can then look at that part of the human organism which carries the anabolic processes in the most eminent sense: in early childhood, the whole human organism. It is not yet overburdened with organs for thinking, with organs for the rest of the soul's activity; it initially lives in the organization of growth. If we now take the relationship between the milk function and the human child organism, we find that the milk function contains the plastic forces that the organism needs in childhood. In later life, we cannot obtain the still-necessary plastic forces in the same way as we do when we consume milk during childhood. Even in very old age, we still need plastic forces, formative forces, that transform the food we take in into the forms of the organism. It turns out that nothing promotes these plastic, formative forces and the assimilation of the absorbed substances into the human organism more than the often quite weak enjoyment of honey. Honey has a similar effect on the metabolism of the limbs of an elderly person as milk has on the brain of a child – and especially on that of a child. This indicates to us that there are special formative forces in honey that we cannot discover by simply analyzing it chemically, but only if we actually recognize in all its vitality the relationships that human beings have with the other substances in the universe. And this formative capacity of honey – for a more precise interpretation, it turns out that honey takes hold of the human organism in such a way that the astral body in particular can exercise its formative forces – these effects of honey can then be supported by adding sugar, provided that the human organism can otherwise tolerate it. Thus you will find that our first remedy for sclerosis, composed and functioning in a particular way, is made of lead, honey and sugar.

But this also indicates that it depends on how you do something like this. Because in a sense, an inner functioning of the forces of lead with the forces of honey and sugar must arise in the preparation itself. This preparation is made in such a way that when it is introduced into the human organism, it takes on the sclerotizing forces there. It takes the sclerotizing forces from the astral body and the ego organization of the person; these are thus released again and can now work for the normal, healthy organization of the person. But what I introduce into the human organism with this preparation is what the ego and the astral body had to do earlier, and which therefore were not free and diverted their functions to the disease process. Now I hand over the disease process to my preparation. The particularly effective element here is the lead; it takes over the sclerotization, because it is, after all, its own nature to have a sclerotizing effect. But I must first seek out the paths through the plasticity of the organism, through which I bring the lead to where it is needed: this is done by combining it with honey and sugar.

Thus our preparations are made in such a way that they contain what can take over a pathological process. But they are also composed and processed in such a way that what I want to introduce into the person to take over the pathological process can spread throughout the organism in the right way. Thus our preparations are absolutely rationally manufactured. As a result, it actually comes about – this could always be observed from step to step by Dr. Wegman at the Arlesheim Institute whenever we applied our preparations – that in healing in this way, what is necessary is to know that the human organism is like this: if I apply something to it, it must cause a corresponding change in it. If I now observe the change as it happens, I observe the process, which is the healing process; I observe what I have presupposed. And this is so important in our method: we do not test externally and determine by statistics, but rationally predict what must happen, and then it can be checked, even at the very first stage of what occurs, whether one is actually producing the corresponding effects.

In this way you can also see how the silicic acid contained in equisetum, which I mentioned yesterday, works. I have already mentioned that the special way in which silicic acid is contained in equisetum has an effect on kidney function. Today, it is no longer observed, anatomically or physiologically, that the nervous-sensory system can only be separated from the circulatory and metabolic system to a certain extent. In a sense, all organs are sensory organs again, and the kidney is already a particularly important organ in the human abdomen. So if, in the sense I explained yesterday, I use silicic acid as it is present in equisetum, I increase the sensitivity of the kidneys and thus act on those processes in the human organism that result from a dulling of the inner sensitivity of the kidneys.

What we see in an outstanding way in the sense organs can be applied to a certain extent to the whole human organism. This becomes particularly clear when we consider the effect of phosphorus in a particularly striking case. It is certainly extremely interesting to observe the physiological and anatomical processes that occur during human embryonic development. Now in human embryonic development we have two interacting processes, which are usually not very well distinguished when viewed anatomically and physiologically today. First of all, there is everything that is grouped around the development of the fertilized egg. Then there is everything that takes place in the chorion from the environment, from the uterus and so on, from the female organs surrounding the embryo. When we study this, we naturally see that everything that is organized is permeated not only by the physical organization but also by the etheric, astral and I organizations. If we now look at this process — I would call it a centrifugal process because it is a radiating process — and consider what starts from the actual fertilized germ cell, develops more and more through differentiation develops more and more, and what becomes the central embryo, then on the one hand in this process we have as the main effect, as the most predominant effect, something that can be found in the process that is recorded in the silver substance. As paradoxical as it may sound, in the silver substance we have something that can increase until excretion takes place – and it is an excretion – which takes place in the secretion of the ovum in the human organism. In silver, in the functional aspect of silver, we have the excretory forces that are at work in the human being, out in nature, in the silver substance. From the fact that silver has such an eminent excretory effect, you can see the tremendous importance of silver in the appropriate dosage for the human abdomen in general. And therefore, if the necessary binders and additives are used to introduce the silver substance in a fine dosage into the digestive process, it is possible to act precisely on the elimination processes. If the elimination processes are blocked, it is possible to act on them in an extraordinarily significant way.

But if we now take that which now has a centripetal effect, which emanates from the uterus, that is, enters from the outside, we have there again, in an eminent sense, in an external substance, namely phosphorus, that which emanates from the walls of the female birth organs inwards, which emanates from there and acts towards the embryo. From this, one can see the significance of the forces contained in the functioning of phosphorus. They work in exactly the opposite sense to silver; they work in such a way that they drive everything into the human being. While silver, for example, develops the tendency to excrete, especially for the lower abdomen, phosphorus develops the tendency to drive into the body. So that in silver we have something that most eminently evokes the forms of the physical body of the human being, whereas in phosphorus we have something that extinguishes these forms, that drives into the human being and extinguishes the physical organization, making this physical organization extinguished for the astral body and the ego. So phosphorus is what drives the astral organization and the ego out of the human being. In this respect, silver and phosphorus are polar opposites.

For the rhythmic and intellectual person, that is, for the circulatory system and for the nerve-sense system, there is another polar opposite to phosphorus: that is lime, or carbonate of calcium. This carbonate of calcium, when introduced into the human organism, has the peculiar tendency to have a secreting effect. Indeed, it is the case with calcium carbonate, with lime, that the centrifugal, radiating forces of the human being actually show up in an outwardly natural way in the lime; whereby, when these radiating forces become too strong and disease formations arise as a result, I can use lime preparations to reduce these disease processes. But what I am trying to say becomes particularly clear if we now consider how the lime supplied to the human organism is something that is excreted everywhere in the human organism. I would like to say: in the lowest human being it has a competitor in silver, but it also has an excretory effect there; so that lime excretes both watery and airy substances from the organism everywhere. The forces of lime localized in the human organism are therefore also everything that underlies human exhalation. Lime has the power within it that acts as an engine for exhalation. And again, it has the forces within it that expel warmth in the nerve-sense organization, causing a kind of cooling of the nerve-sense organization. So in the lower human being, in the metabolic-limb human being, it expels fluids; in the rhythmic human being, it expels the air substances; in the nerve-sense organization, it expels the warmth ether – or warmth, if you prefer.

In each of these relationships, phosphorus has the opposite effect to that of lime. You can see this again in the image of phosphorus poisoning. It introduces the liquid into the metabolic limb-man, or rather, the solid in a dissolved form, so that it is the driving force for inhalation, for all inward respiratory processes. It introduces the airy element into the organism in such a way that it has a warming effect on the nerve-sense organization. — But because lime is the expelling element, it prepares the way in the human organism for the functioning of the astral body and the I organization; these can then enter.

It is precisely through what lime expels that the astral body and the I organization can enter the human being. On the other hand, the physical organization that phosphorus drives in drives the astral body and the ego out. You can study these things in the most superficial way by observing that lime, so to speak, fetters the awakened ego and the awakened astral body to the physical body everywhere. But what does it mean when the astral body and the ego are fettered to the physical body? It means that I suffer from sleeplessness. If I cannot bring the I organization and the astral body out of the human organism, I suffer from sleeplessness. The function of lime, if it is not counteracted by the phosphorus function, is continually a cause for us to suffer from sleeplessness and thus from all the processes associated with it. The moment you introduce the phosphorus process into the human organism, you promote the ability to sleep; so that you promote what brings out the astral body and the ego from the human organism, because these are out during sleep. In the most eminent sense this property belongs to the phosphorus function; to a lesser degree it belongs to the sulphur function. And if we have irregularities in the rhythmical system, we can also apply sulphur instead of phosphorus. If, for example, we are dealing with insomnia, which shows its symptoms in the rhythmical human being, we will have to deal with some sulphur preparation for the healing process.

These can certainly only be indications. But these indications are intended to show that in all that is aimed at here as a rational diagnosis, rational therapy is already included. For if I proceed physiologically, then, for example, in the human head there is a refined process of sclerotization. By using such expressions, which connect the human being with the nature surrounding him, I can now call that which underlies thinking in the human brain as an organic function a lead process. I see this lead process, without the substance of lead, in the human nerve-sense organization; I see it as poison in the other organization, in the metabolic-limb organization. The one picture shows me in a terrible way what always takes place in a more delicate way in the nerve-sense organization. But I can also know now: if I introduce the lead function, the lead process, into the metabolic-limb human being, then I thereby take from this metabolic-limb human being in relation to the astral organization what must be taken away. And in doing so, I have allowed the healing to take place. So I no longer distinguish between diagnosis, pathology and therapy, because they all flow into one another. You recognize the disease and you know the process in the external nature that can take over this disease process in the human organism. You recognize one from the other. It is precisely this, between which today a terrible abyss gapes: pathology and therapy, that is interwoven, made one through this rational anthroposophical basis of medicine.

On the other hand, however, the disease processes themselves are also illuminated in a corresponding way. Let us take an illness that is always laughed at when we mention it because it is considered a very insignificant illness by doctors – at least by doctors in Central Europe; I don't know if this is the case in the Netherlands – only for the patient this illness is quite unpleasant: I am referring to migraine. It is only understood when one knows that it consists of a process that should not be in the nerve-sense organization at all - in the head - namely, a metabolic process that is hypertrophied, so to speak, the fine metabolic process that always takes place in the head. So there is a metabolic process in the head that should not be there, and the task now is to take this metabolic process away from the head. How do you do that? Well, first of all, you are faced with the task of introducing into the person what can take up this metabolic process, what can carry it out itself. From what I said earlier, you will now find that this is silicic acid. I said of it that it must enter into the sensory organization, which is also irritated in migraine. If we bring the silicic acid process into the human sensory organization, then we work in such a way that we take the morbid migraine process out of the head. But we must first bring the silicic acid process into the head. If we want to form the preparation so that it can be taken in through the mouth, we have to make sure that it does not get stuck somewhere in the digestive process. To do this, we have to make the astral body as active as possible, so that it carries the silicic acid up through the entire digestive process in rising waves, which we introduce into the head organization through the preparation. We can only do this if we promote the upward flow of the absorbed silicic acid by doing something to make the astral body as effective as possible. That means that we have to throw out of everything that mediates between the abdomen and the head – namely the rhythm of circulation – everything that could prevent the astral body from working actively. This happens when we apply sulfur. Thus, in our preparation, processed in a certain way, we must find silicic acid and sulphur. But in the human organism it must be so that not only does something work upwards, but especially when we attack the rhythmic system, the rhythm must go up and down. We follow the respiratory rhythm up and down, follow the circulation rhythm up and down. This rising and falling is most essentially promoted by that function which again lies in the substance of iron. And this, what we want: to flood upwards once, but then to prevent it from becoming established at the top, so that only something settles at the top and the whole person is not taken up, this is achieved by preparing a preparation in a certain way, containing iron, sulfur and silicic acid. In this way we obtain our preparation, Biodoron, which serves in the most eminent sense to relieve the patient of the migraine in the head, but then also to reintroduce what we have removed from the head into the right way of organizing the human being as a whole.

What can be said for the subordinate disease, the trivial disease of migraine, will, in principle, be more serious if the opposite is pursued. When, in particular, the process where breathing changes into the – as I said earlier – refined breathing, which then appears as the nerve-sense process, this process, which should actually only take place in the lower part of the uppermost part of the human being, roughly – and this is only an approximation and a rough expression – in the area between the lungs and the lower regions of the face When this process, this particular nuance of the human circulatory process, forces its way through and this process, which has already become a nerve-sense process, namely a nerve-head process, now takes place in the human intestinal tract, then we have a process that must be in the human being; only it does not belong in the intestinal tract, but in the head. There it has its normal place. If it enters the intestinal tract, it becomes typhoid. And we have simply grasped what a natural process is – every disease process is a natural process – that is, what such a disease process can be in the human being: something that is justified in another place is dislocated in this case. At a certain point in the organism, the process that plays a role in typhoid phenomena is normal; in the intestinal tract, it is a disease. It is a disease that presents itself in this way.

We must now have something in the head organization where the external world can have a particularly strong effect. We know that the head is the part of the body we feel least; but we feel the environment through the head. The environment must flood into our head. So we have something in our head with which we live most strongly in the outside world. We have only two such organizational links with which we live so strongly in the outside world: first, the head itself, namely that part that I have just characterized, where breathing passes into the nerve-sense function; and then we have something else that will seem very paradoxical to you. But when we have more thoroughly studied the medical literature on this subject, which we will accomplish in the very near future, then you will take a look at the things that can be found there, and you will see how the liver function, in particular, is something that, in a completely different way, most closely reflects the outside world within the human organism. The outside world acts in the liver as if the other organism were almost not there at all. This is the special nature of the liver function. But if what should be localized in this way as the actual bed for the external effects, if that occurs where it should not be, namely in the intestinal tract, then we have something in this intestinal tract that is functionally alienated from the human organism. If we now look again in the wide expanse of nature for a way to internalize again, so to speak, this externalized mode of action in the intestine and to restore it to human functioning, then we are presented with the process that is solidified in antimony. Antimony is a body that reacts in an extraordinarily fine way to the forces of its surroundings. The antimony structure is like revealed dynamite. Imagine these bundle-shaped radiations, try to feel how it wants to break free from becoming a mineral through the so-called saiger process; then you can see: antimony is, so to speak, mineral-sensitive, it internalizes external influences. This is particularly evident from the fact that under certain conditions antimony can be treated electrolytically. If it is then brought to the cathode, an explosion occurs at the slightest provocation. When all this is recognized, when it is known how antimony relates to the forces that play everywhere in the universe, then it can also be recognized how the antimony process, when properly processed and introduced into the organism, can take up the typhoid process; so that in turn the I and the astral body can be freed from their work on the typhoid process and the person can thus gradually be restored to health. This is how I tried to indicate the principles of what can be called rational medicine. Over time, our preparations, of which there are already almost two hundred, have always been developed in two ways. At first, a fairly large number of doctors came together who had become somewhat skeptical of current therapeutic methods and who asked whether it might not be possible to use anthroposophical knowledge to find relationships between the human being and the environment that could indicate something in the surrounding substances and in their processing and application that could provide a remedy. Now, in anthroposophy, there is a very detailed and exact knowledge of the human being, a knowledge of the human being according to body, soul and spirit, as well as a detailed knowledge of nature according to the different realms of nature and the different ingredients of the natural realms. And so the first thing I was set the task of doing was to go, so to speak, the way of seeking out natural processes and examining the extent to which these natural processes represent disease processes. So I went from the outer nature into the human being. This is how you first find the sclerosis remedy that has taken this path. I have tried to find out how plumbum metallicum and some plastic-dynamic system, as it is in honey, sugar or milk, can work. In this way, a number of remedies have been developed, initially from the outside in.

The question then arose: how can these remedies be brought into the world? I said: I do not want to have a remedy factory without clinics assigned to it. So the clinics came into being. And once a number of remedies were available, the clinics began to use these remedies. That is how the situation I just described came about. And now that I am in Dornach myself, Arlesheim and Dornach form one entity, and the institutes in Arlesheim are affiliated to the Goetheanum, it has been possible for me, through close collaboration with Dr. Wegman, to now go the other way for a further series of remedies, to look for the path from the disease process: where can this natural process corresponding to a disease process be found? In other words, to start with the human being and arrive at the natural substance in question. In this way, everything that can be found as a remedy flows together, especially in Arlesheim, where Dr. Wegman's Clinical Therapeutic Institute is located. What I discussed yesterday, the true courage of healing — is affiliated with the International Pharmaceutical Laboratory, which is concerned with the production of the appropriate remedies, which are to be brought into the world in the most diverse ways and which you can get to know if you are interested. I do not want to be agitational, I just want to discuss the scientific basis of the matter. But something has come about precisely in these two converging paths, which also gives great certainty for these things in purely external-empirical terms. And it is particularly satisfying when one is able to speak to an audience like yours, which has been made possible by Dr. Zeylmans inviting me to do so and invited you to attend, and you again had the kindness to come, which seems to be connected with the fact that Dr. Zeylmans himself wants to orient this institute here in the way it has now been discussed. Because I have to assume that the fact that I was allowed to give these lectures seems to indicate that an institute is to be established here that will serve as proof and evidence of what we are striving for in our clinical-therapeutic institutes, but also of an extraordinarily large number of private physicians. And from the relevant literature, you will be able to see for yourself that we not only have statistical material that is at least as reliable as clinical statistics usually yield, but that in many respects this also leads to the certainty that comes from the accuracy of the predictions, that in addition to this certainty, a particularly large statistical material is available.

However, it will be of particular importance if we can find a cure for those diseases that today can only be treated surgically, such as carcinoma. If one can say that any process can be dislocated, then this must be said of carcinoma in particular. It is a dislocated process, a process that should actually only take place at the outermost periphery, within the sense organization. It is very interesting to observe how this function, which belongs at the periphery of the body – and specifically at the periphery of the body that is prepared for this – can become dislocated and then appear as a carcinoma, which is actually, now not a nervous function, but which is actually a sensory function. In this way, one comes to recognize, in a deeper sense, the peculiar parasitic nature of the carcinoma. And then one comes to the point – not in the simple way that one would usually expect – of being able to produce something in the preparations, which usually consist of the various juices of the Viscum species, that can conquer the carcinoma by medicinal means. We have already achieved at least some good, promising partial successes; but we can only speak of partial successes because we have only recently completed the apparatus that produces the viscum preparation as it should be produced. Nevertheless, the preparations made so far have already led to very good prophylactic cures. In the case of carcinoma, it is particularly important to recognize it at the right time, which patients usually make difficult; but a carcinoma recognized at the right time can be combated medically with such preparations as we make from Viscum. I do not wish to speak here about the value or lack of value of surgical treatment, nor about the fact that it is often necessary; I only want to point out that, based on a true knowledge of the human being, even the most severe cases of illness can be considered in such a way that, based on such knowledge of the human being, one can arrive at healing processes from within.

This is essentially what I wanted to say to you as a matter of principle about our endeavors that have emerged from anthroposophy, what I wanted to say in relation to the path that leads from the external nature to the inner being of man and vice versa. I would just like to point out in conclusion that it is precisely from these methodical observations that something of enormous importance emerges: namely, how to introduce into the human being that which is intended to relieve the disease process in the organism. And if it is the case that the human being is a threefold creature, with a nervous-sensory organization, a rhythmic organization and a metabolic-limb organization, then healing also breaks down into threefold processes. These three processes are as follows: firstly, medications taken internally, which enter the human organism, so to speak, by the same route as the digestive process. The second type is through injections, where we try to bring the process, the function, into the rhythmic organism through the injection. And the third healing method is through the bath, where we work from the outside. The latter is an effect on the nerve-sense process, where we act more coarsely from the outside; but the effect of the bath is a perceptual activity pushed down to a lower level.

Let us follow these three forms in phosphorus. When we use phosphorus as a preparation, mixed with other things, chemically or otherwise processed, per os, internally, then we must be clear about the fact that it primarily promotes the absorption of fluids into the human organism. If we have to relieve the human organism of a disease process that, as it were, forces the fluid out of its own space, as for example in certain inflammatory phenomena at the periphery or in such phenomena that are trivially similar to nosebleeds, when we apply phosphorus internally, it relieves the astral organism and the ego of the disease process, as it were, in the functioning of the fluid. If we prepare a medicine in the appropriate dosage to inject, and we introduce phosphorus into the circulation process, then what we take from the organism must also be connected with abnormal circulation processes. If, for example, we observe accelerated breathing, some intensification of the heart activity, but especially something like an excessive secretion of bile, which also belongs to the rhythmic, then we can – and the same applies to a whole series of other processes, I will mention only the obvious – have an extremely favorable effect by injecting phosphorus. If we encounter something that plays more on the psychic side, the brain functions are such that they involuntarily drive the person to a kind of flight of ideas, the person cannot stop his thoughts, he gushes out his words and this escalates to the pathological, then we can work through appropriate baths in which phosphorus is dissolved, precisely to slow down the flight of ideas.

I mention this only as an example, but what is stated in this example can be multiplied a hundredfold. In this way, the human organism can be helped in three ways. It depends on how it can be realized.

On the other hand, there is the fact that one can approach people directly in a therapeutic way, which now works from the outside into the metabolic system: the dynamics of the world in which the human being can be placed. And we are really doing this with good success through eurythmy therapy. Eurythmy is something like spiritual gymnastics, but it can be developed into an art. Under Dr. Steiner's direction, we have already shown a large part of Central and Northern Europe what can be achieved through the art of eurythmy, and performances of eurythmy art were also given here in The Hague some time ago. In eurythmy, the transformation of human speech into human movement functions is immediately apparent to us in an artistic way. If you consider what science knows about this today, namely how hand and arm functions are related to the organization of speech – right-handed people have their speech center on the left side of the brain, and left-handed people vice versa – you may not completely deny what can be achieved through anthroposophy: that all human speech is actually related to human mobility. We can follow the way in which the legs and feet move when consonants are pronounced, especially palatal sounds. We can follow how the arms move and how this is transmitted through an internal switchover to what then becomes air movement when speaking. But all speech can in turn be traced back to movements of the individual human being or of human groups. This then gives rise to artistic eurythmy. But this can be transformed again in such a way that one develops what is initially presented as an art in such a way that one lets the movements concerned, which arise from the whole human being, from body, soul and spirit — ordinary gymnastics only arises from the physiological nature of the physical organism — be carried out by the human being as a eurythmy therapy gesture in context. We have developed a complete system for this in Arlesheim. When it is applied systematically, it has an effect on the person, and in this way the inner healing process can be supported in an extraordinarily fruitful way through eurythmy therapy, according to the three different types that I have described. This eurythmy therapy works in such a way that the process that comes about in normal human life as a result of walking, running and so on, whereby there are always inner processes that are connected with the breakdown and build-up processes of the human organism, that this process, where the human being is placed in a dynamic, has an effect on the inner processes. There are strict rules for this. So I can have people carry out a eurythmy therapy system of gestures that has such an effect on the organism that, for example, catabolic processes that do not want to take place must take place in the right way; or that another eurythmy therapy system counteracts excessively strong catabolic processes.

So everything comes down to understanding the healthy and sick person in terms of body, soul and spirit. Then you simply see in him what health or illness represents. And then you already have the therapeutic process in what you see.

In this way, we would like to work towards rational therapy in all modesty. I know that today there are still many objections to such rational therapy, that it is perhaps regarded as paradoxical or even worse by those who have now struggled through all the difficulties of what is officially recognized today. But such things have often been around in the world. However, I can assure you: I would find it more comfortable not to talk about these things; because I know how much one still comes up with and falls for today from what one has as a habitual way of thinking and because I can already make all the objections myself, I would find it more comfortable not to talk about it. But there are reasons to talk about what one believes needs to be introduced into the cultural process of humanity. Out of this sense of duty, you take the magnitude of the thanks that I would like to express to you for attentively following my remarks, which could only be suggestions in the two hours.

Question and Answer Session

Question: Do you imagine that there are vibrational differences? About lead,....

Dr. Steiner: I have nothing against interpreting the processes involved in one way or another. However, it seems to me that, for practical purposes, this is a theory of what these processes consist of. Such theories could suffer the same fate as the emission and undulation theories of light. What is important to me is what is qualitative about the matter, what actually aims to show that ultimately the whole functioning, which is actually only localized in the lead substance as I have it before me in physical space, that this whole functioning externally represents the same as internally the processes that make the brain, so to speak, a suitable organ for independent thinking in relation to dependent perception. In this respect, the fact that we are accustomed to thinking of the inner processes of the organism as a schematic continuation of outer processes in nature makes the presentation more difficult. For example, we talk about the fact that carbonic acid is formed in the human organism from carbon through the absorption of oxygen; we call this a combustion process (listeners:... in the state of becoming!) — You are saying the word that I would have had to say later! — It is actually the case that we often speak of combustion in physiology and medicine. But these are just as little combustion processes as they take place on the outside, just as little as it can be a matter of a process that is not ensouled or spiritualized in the case of a human being. The connection between oxygen and carbon is also ensouled and spiritualized. So that the process occurs in the nascency and remains, but is also ensouled and spiritualized. So that I have captured the process in the nascency and the process now becomes a natural process by continuing outside, while if it starts from the nascency and works in the human organism, it becomes a different process.

Take, for example, the processes that I have just described as a kind of lead process that takes place in the human brain. Yes, what are they in the human organism? This brings us to a very delicate chapter. We can study the processes in the human abdomen, for example. There we find that the absorbed substances also undergo a certain metamorphosis, that then something is excreted. Let us now consider these excretory products and compare them in a really meaningful way, not just by proceeding chemically, for that is the least we can do. Proceeding chemically is about as useful as trying to understand a clock by looking at a gold mine, a glass factory, and so on. Of course, these things are all very important, but just as I do not learn anything about the clock in this way, I can learn just as little about the functions of the potato in the human organism if I know that it has so many carbohydrates and so on. I learn more if I know what the potato's function is in the plant itself, how it is actually a stem, a rootstock. If I know the level of its organization, then I begin to understand how I can compare these processes with what happens in humans. It comes down to how the process is different from the process that is fueled by legumes. The process that is fueled by the potato goes further up into the head function than the one that is fueled by legumes. If I can go into all this, then I will finally come to recognize that metamorphoses take place in the digestive tract and that the excretion products are only the processes that have stopped halfway. And where are these processes that go all the way through? These are the processes that take place in the nervous sensory system. The nerve-sense and perception process is a process that is carried to its conclusion. What goes on in the human excretory organs represents a process that has come to a halt. The intestinal contents are a brain that has not fully materialized, as paradoxical as that may sound. It is simply a different process at a different place in the organism, which is half of the process that occurs in the head.

When I consider all this, I am able to look into these process effects of the human interior, and then what presents itself to me is what now first arises for me to compare between the process that is outside, the lead process, and the process that takes place in the human brain. Then I can start, if I want to verify something, to look at what happens in lead. I observe the lead as it oxidizes, melts, what it otherwise does in melting. I go further into the geology and geography of lead. I see how lead binds, how it is connected with other substances. Then I already get images that can confirm what appears to the person who can observe the lead, who in fact sees a kind of aura of the lead, which is similar to the aura that forms the nervous substance of the brain.

And so we can speak of these connections, I attach particular importance to this, while of course leaving it up to everyone to make hypotheses about whether these are vibrational differences. But that is actually the physics of the matter, not what is physiologically important.

Question: I would like to ask whether you can recognize these inner processes that you have mentioned in any other way than we ordinary people.

Dr. Steiner: The inner processes are not observed through the usual external sensory empiricism. They can only be observed in their after-effects on the corpse or in some other way, through conclusions drawn from external events. They cannot be observed there. They only become observable when the methods I spoke of yesterday are applied, and as you can find them in the books mentioned yesterday. You see, for the realization, the human being actually becomes transparent at first. And then you can indeed speak of really, let us say, seeing the liver process. The derivation only refers to the fact that one must also mentally dissect out the liver; but what can be asserted must be looked at. When I look at the whole person, I see a jumble of all sorts of things. I must now remove everything that is not the liver, in my mind also. I must therefore dissect out the liver in the spiritual sense first. This is more difficult for one organ than for another. It is more difficult for the liver, for example, but then it is also more fruitful, because certain liver diseases can, I am convinced, only be understood at all in this way. But it is possible to understand every organ.

A member of the audience: Yesterday we heard a beautifully constructed system, but the foundations are not yet clear to me. You divide the human being into a physical body, an etheric body, an astral body and a fourth element. If that is the case, then it is understandable that we also have an etheric kidney, an astral kidney and a fourth kidney. But what if it is not so? You should have first proved this division into four parts of the being.

The therapy was similar. For example, you did not say why you chose Equisetum, since there are many plants that contain silicic acid. As far as I know, Equisetum has no therapeutic powers.

Today you said: We make preparations that are rationally manufactured. You should prove that! We know nothing of these functions you describe.

On the whole, I have not grasped what the main thing is. The whole thing is logically constructed, but I lack the premises.

Dr. Steiner: In such a matter, it is of the utmost importance that one can see two things. Firstly, when something like this occurs and is discussed, as I have said, in two hours one can only point out the things, give directives and so on. Furthermore, I have made it clear through the whole way of presenting it that we are in the process of becoming, but that we are also willing to continue working. Now, when we speak of proofs, it is the case that this is not actually based on a completely scientific concept. And this stems from the fact that today we have become accustomed to only bringing forth proofs from what can actually be observed sensually. In another sense, no medicine has any proofs either, except in the sense that it can be observed sensually and physically.

I have now spoken of the fact that sensory observation can be further developed and modified by something higher. Yesterday I indicated that there are methods by which one can do this and I pointed to writings by which one can arrive at such methods. This, however, constitutes something for the whole so-called system of proof, which I can only make clear by means of a comparison: when we are here on earth, we talk about the fact that something that I place in the air is heavy and falls down, falls to the ground, then it has a basis. So we have to say that for a certain way of thinking that is based on sensual empirical evidence. If you go further, you come to the point – and I happened to experience this once as a boy, when someone told me – that if the earth were floating, it would actually have to fall down. This mutual support and bearing of the cosmic bodies and cosmic spaces is the image for what underlies such a science as I have meant today. The whole thing bears and supports each other. We are dealing here with a completely different area. Of course, you will not be able to support yourself very well if I can only select a few things from something as detailed as medicine in two hours in order to give you an idea of the perspectives. You have to bear in mind that the desirable could only come about if you now had four years of faculty study, built on the aspects that I discussed today. If one started from the medical preparatory studies with the assumption that there is a real, spirit-permeated natural science, and if a physiology were built up in the same way, passing into histology and into pathology-clinical, then, however, because things would approach people in the appropriate detailed way, we would find them just as plausible as the medical system can be plausible today.

Today I can give nothing more for these things than perspectives and suggestions.

The first thing is that today we have become accustomed to mentioning only what can be proven sensually, and that we do not take into account how things support each other. But the other thing is this: when you do, say, mathematics, for example, any science that is done rationally, how do you want to do it otherwise than by having one position supported by the other? Mathematics is something that supports itself reciprocally. If one were to talk about mathematics for two hours, even less would be gained than in today's discussion, although suggestions could also be made there. The moment I build a bridge with the help of mathematics, I speak of verification. And I have simply hinted at this when I said: I do not attach any importance to the remedies if clinics are not attached to them and one cannot see how the remedies work. If one has the diagnosis as I have explained it and comes to heal, and if after two or three days one can already see how things work, then the verification is there. Another method of verifying medical constellations is not known in conventional medicine either. Take the healing method of phenacetin. Statistics are compiled; it is verification that counts.

What I wanted to show is that in empirical medicine today we are at the stage where we only start from statistics. Here it depends on luck whether the connections are found. But this can be transformed by looking at the person in a rational therapy.

If today we say: a function such as that of phosphorus is effective in this or that way on the human organism, then it is a matter of setting about examining the We F'ru ww. mode of action. But I have indicated how the effects of lead and phosphorus can be in the human organism. And when it is said that one cannot speak of a phosphorus function or an equisetum function, then I must point out that what a substance is is in fact only a momentarily captured state. What then is lead? One can find a name by chance because we live in a certain temperature range and in this range lead exists in a fixed state. In other world situations it is something else, it goes through metamorphoses. In fact, we are not dealing with something that is fixed at a particular level, but with processes that only show themselves to be fixed. But one can indicate how the fixation occurs.

You spoke of horsetail. Of course other plants also have these constituents, like horsetail. I am expressing myself very carefully. I said of horsetail: Of course other plants also have these constituents; I quote horsetail as a characteristic because it has ninety percent silicic acid, other plants do not have that; thus the silicic acid effect is the prominent one.

If someone says, “To my knowledge, equisetum is not a medicinal plant at all,” this means no more than that the healing effect of equisetum has simply not yet been observed. We observe it very often. These are things that depend on how experience expands.

I understand every objection and could make it myself. But just think of how many objections were raised against the Copernican system. The Catholic objection was raised until 1827, only from then on was it also introduced in Catholic schools. You really wouldn't get very far in civilization if you only stuck to the objections. Not that I, having said all this, would immodestly present the things. But it all rests on work! It does not rest on carelessness to speak of the effectiveness of the smallest entities. If you look at the writings that lie here: for years, efforts were made to verify the matter in the laboratory. The objections you have raised apply, but everything can be objected to, that goes without saying.

Audience member: As soon as you accept general relativity, you are not referring to states.

Dr. Steiner: Yes, but relativity is also relative. Someone once wanted to make Einstein's theory of relativity plausible to his audience by taking a matchbox and a match. And he said: I can now pass the match past the box, which I am holding still; but I can also hold the match still and pass the box past it: the same effect. It's relative. — I would have liked to shout at the gentleman: Why don't you nail the box to the wall, then it requires a little more. Then we enter into the relativity of relativity. And when we look at the human body in motion, we come to the conclusion that motion is not determined by coordinate systems or reference systems, but also by fatigue and organic changes, which already takes me a step from the relative to the absolute. I would like to say: relativity is again relative and asymptotically approaches absoluteness.

I see the importance of the concept of relativity in something else. We are accustomed, from the point of view of physical assumptions, actually so far in the usual theories, to consider everything in such a way that we relate it to a place in space and to the course of time. We also write the formulas in physics in this way. In fact, we cannot get by with such a way of looking at things in physics. Rather, we have to consider only the spatial relationship of one thing or process a to another b as two properties. This is where we come up with fruitful ideas. This is where we come to regard relativity as something more or less – even for qualities – as something more or less justified, but relatively justified.

The spiritual science of Anthroposophy, which I had the honor of speaking about here in The Hague last Tuesday and yesterday evening, does not just pursue cognitive goals, nor just the goal of deepening our knowledge of the human being in scientific, moral, and religious terms. It also has practical goals. And it was requested that I speak this evening about one of these practical goals, about the goal of education.

Since this spiritual science strives above all to achieve a true knowledge of the whole, the complete human being - the human being in relation to his physical, his soul and his spiritual being - it can also impart knowledge of human nature in practical life, knowledge of human nature in relation to all ages. And for the art of education, knowledge of human nature in relation to the child itself is, of course, essential.

The question of education is essentially a question of the teacher. It is a question of the teacher in so far as it concerns whether the teacher, whether the educator, is able to solve the human riddle in practice with the child. Perhaps it is in this riddle of childhood that we most clearly perceive the meaning of that ancient saying, which is written like a motto over human knowledge: the saying that the solution to the riddle of the world lies within man himself.

Many people are afraid that if a solution to the riddle of the world were pointed out, human knowledge would then have nothing more to do. But if one is of the opinion that man himself is the solution to all the countless secrets that the universe holds, so to speak, as the ultimate goal of this world development, then one knows that one has to seek the solution to the riddles of the world in man, but man himself, if one wants to get to know him, again requires immeasurable effort, immeasurable work, to gain insight into his nature.

If one is so inclined towards the human being in the world that an immortal is hidden in him, then one also comes to have the shy reverence for the child that one must have as a teacher and educator if one wants to approach this child in the right way.

Today, with regard to the knowledge of human nature, I will endeavor to refrain from the arguments that I have been making in recent days about the knowledge of the human spirit and the spirit of the world. I will try to express the spiritual-scientific content in the most popular terms possible, so that those of our honored listeners who were not present in the last few days can also follow the arguments.

The point is this: anyone who deepens their views on life through what can give them a real – not abstract – knowledge of the human soul and spirit sees, above all, major divisions in the life of the human being; they see that they have to structure the entire life of the human being into epochs. These epochs are not always regarded with the proper interest and deep insight that they deserve. But anyone who wants to have a truly human relationship with a child as an educator or teacher must have a thorough knowledge of these epochs.

We see such an epoch in the child's life coming to a close around the age of seven, when the child gets the second teeth. The person who is a judge of character regards these second teeth only as the external symbol of a significant change in the child's physical, mental and spiritual development. And anyone who is able to practise the art of education in a proper and professional manner will also see a change in the child's mental characteristics and spiritual abilities as the teeth change. Let us just consider the fact that a metabolic turnover also takes place in the human organism at a later age, that after eight or nine years we no longer have the same material composition, the same substances within us, that we had before. If we consider this, we must nevertheless say to ourselves: What happens in the seventh year during the change of teeth is a powerful development of strength that the organism does not repeat in later life and that is also not a one-off event or an event that occurs over a short period of time. Anyone who has an insight into the development of the human organism knows how everything is prepared in the most intimate metabolic processes during the first seven years of life, which then, so to speak, finds its conclusion, its end point, in the second teeth.

And with regard to the soul, we see how, for example, memory, but also imagination, works differently with these second teeth – above all in terms of its nature – than it did before. We see how memory previously developed to a high degree unconsciously, as if from the depths of the child's physical being, and how it later becomes more spiritual. These things must be delicately hinted at, for they hardly lend themselves to a rough approach.

But what is especially important for the educator above all is that the child in the first years of life, up to the change of teeth, is completely devoted to the outside world as an imitative being. The child's relationship to the outer world is based on the fact – I do not say this to express a paradox, but to describe something very real – that in the first seven years of life, almost in these seven years, the child is almost entirely a sensory organ, that it perceives the environment not only with its eyes and ears, but that its whole organism is given over to the environment, similar to the sensory organs in later life. And just as the images of external things and processes are prepared in the sense organs, which are then only mentally recreated within, so it is the case with the child's organism that the child, as an imitative being, wants to imitate inwardly everything it sees outside. It wants to give itself completely to the outside world. It wants to imitate within itself everything that presents itself outside. The child is a complete sensory organ. And if one were to look into a child's organism with the clairvoyant sense, with the exact clairvoyance of which I have spoken in recent days, one would perceive, for example, how taste, which for an adult is experienced on the tongue and palate, extends much further into the organism in a child. Thus, one does not err when one says: In the infant, for example, it is the case that he also experiences breast milk with his whole body according to the taste.

We must enter into such intimacies of the human physical life if we really want to gain the delicate knowledge necessary for the art of education.

And when we look at how the child is an imitator through and through, then we understand, I would say in every single aspect, how the child learns to speak. We can literally follow how the child is led to follow, step by step, through imitation, what is struck as a sound, and to make its own inner being similar to what is perceived externally. And we can look into all the details of the child and see everywhere how the child is completely a sensory organ, completely an imitator, completely devoted to the sensory world around it.

In this respect, we can understand the child in relation to certain things that should not be judged in the same way as in the older child or even in the adult. I will illustrate this with an example. A father once asked me - this really happened in real life -: “What should I do with my boy? He stole money from his mother.” I asked the father: How old is the child? The child was not yet six years old. I had to say to the father: He who really understands the child cannot speak of theft here; the child had – as it turned out in the conversation with the father – seen daily how the mother took money out of the drawer. The child is an imitator; it also took money because it saw her do it. The entire action is exhausted in imitation, because the child did not attach any importance to having some of the so-called stolen money himself. He bought sweets with it and even gave them to other children. Hundreds of such examples could be given.

The mental life of the child after the change of teeth presents itself differently. We see how the child begins to give itself not only to sensory impressions, but to live completely within these sensory impressions and to make itself inwardly similar to what it sees around it. The child now begins to listen to what is said to it in words. But what the child encounters in its environment is needed in such a way that it is carried by the human personality. Therefore, we may say: until the second dentition has changed, the child is an imitative being; from the second dentition onwards - and this essentially lasts until sexual maturity - it becomes a being that no longer imitates but follows what comes to it through the imaginations of the personalities around it. And the teacher and educator must above all ensure that what he says to the child actually becomes a norm and guiding principle for the child. With the change of teeth, the imitative life transitions into a life in which the child, through his natural sense of right and wrong, wants to follow self-evident authority.

All teaching and education in this second phase of life, from the change of teeth to sexual maturity, must be geared towards this natural sense of authority. At this age, the child learns to recognize as true that which the beloved, authoritative personality presents as true. What is beautiful, what is good, is felt to be sympathetic by the child or followed in dependence, in authoritative dependence on the beloved educational personality. And if we want to teach a child something between the ages of seven and fourteen or fifteen that will be fruitful for the child throughout his or her life, then we must be able to clothe everything we teach the child during this time in this authoritative element.

My dear audience, anyone who, like me, was able to refer yesterday to his “Philosophy of Freedom”, written more than thirty years ago, will not assume that he wants to focus too much on the authoritarian principle. But anyone who loves freedom above all else, who sees in freedom the self-evident law of social life, must point out, based on a true understanding of the human being, that the period between the ages of seven and fourteen is the time when a child thrives solely by being able to draw strength and inspiration from a personality that it perceives as a self-evident authority. Thus we would like to say: in the first seven years of life – this is all approximate, more or less – the child is an imitative, intuitive creature; in the second seven years of life, from the change of teeth to sexual maturity, the child is a being that listens to its human environment and naturally wants to be placed under an authority.

Anyone who, like the anthroposophical spiritual science referred to here, follows the development of the human being in terms of body, soul and spirit, knows what an enormous significance it has for later life, and perhaps even for old age, if the human being was able to reverence, even if only in the form of a special education for a short time. For example, if one was able to hear about a personality highly revered in the family when one was eight or nine years old, and to really absorb some of that reverence through hearing about them. And then the day approaches when one is supposed to see them for the first time. That day when everything is clothed in shyness and reverence and one expectantly gets the door opened to see this personality for the first time. If one knows how such an experience works, when the soul, in relation to authority, is surrendered to the outer world, as in the first years of childhood the whole human being is surrendered as a sense being — then one knows what a benefit one does to the child during the sculptural age when one lets him experience a great deal of this shy reverence for the self-evident authority.

One must observe such things if one wants to become an educator or teacher out of knowledge of human nature. Then one will consider above all that the human being is not only a spatial organism, in which the individual limb of his body stands in spatial interaction with some other distant limb, but that the human being is also a temporal organism. Knowledge of human nature cannot be acquired without being oriented towards the human being as a time organism. If you take any limb of the right hand, it is in interaction with every other limb of this spatial organism in the human being through an inner overall organization. But if you look at what a person is first in childhood, then in later childhood, in the period of youth and maidenhood, in adulthood, in declining age, then in old age - then everything is intimately connected in time. And anyone who, as an educator and teacher, only looks at the child's present life, at the eight- to nine-year-old child, is not fully fulfilling their duty. Only those who know that what they do for the seven- to eight-year-old child continues to have an effect in the temporal organism, which is a unity - from the child, from the middle-aged person, from the elderly person - and that what that which is kindled in the soul during childhood continues to work, but becomes different, metamorphosed: only those who can form an idea of the way in which this changes, transforms, can educate in the true sense of the word.

I would like to give you an example. You see, it is considered so important that a child understand everything that is taught to him with his still-tender mind. This contradicts the principle of self-evident authority. But anyone who only wants to convey to the child what it can immediately grasp with its delicate mind does not consider the following example. It means a great deal if, in one's eighth or ninth year, one has accepted something as a matter of course and authority as true, beautiful, good, that an honored authority describes as beautiful, good, and true, and one has not yet fully understood it. In the thirty-fifth year, or perhaps even later, it comes up from the depths of the soul. One has become more mature in the meantime. Now one understands it, now one brings it up, now one illuminates it with mature life experience.

Something like this – when, at a later age, one understands out of maturity what one had previously accepted only out of love for authority, when one feels such a reminiscence coming up in later life and only now understands it – something like this signifies a flare-up of new life forces, an enormous principle in the soul, of which one is just not always fully aware.

In another way, I can make it even clearer what I actually mean by the principle that one should educate in such a way that what one brings up works for the whole of life. You know that there are people who enter into any environment where other people are and work like a blessing just by their presence. They do not need to exert themselves much in speaking, their words are breathed out, warmed through by something that has a blessing effect on other people. As a rule, these people will be of mature or advanced age, and will be able to exert such a blessing effect through their mere presence in a very special sense.

Those who study the human being not only in the present moment, but really throughout their entire life – which is a difficult study. In physiology, in the ordinary study of man, it is easier to study only the present moments or short periods of time. But those who whole human life, knows how such a blessing effect, which comes from later in life, is usually connected with the fact that the person in question was able to worship, to look, to look devoutly at another person as a child. And I would like to express it paradigmatically by saying that no one who has not learned to fold their hands as a child can effectively use them to bless in old age. Folded hands in children contain the spiritual seeds of hands that bless in old age. The human being is not only a spatial organism, but also a temporal one, and everything is connected in the temporal life, just as the individual limbs are connected in the spatial organism in interaction.

Anyone who fully understands this will also avoid teaching the child such concepts that cannot be changed in later life. It is so easy for the teacher or educator to be tempted to approach the child with the greatest possible certainty, to give him or her concepts and ideas with sharp contours. This would be just like putting the delicate hands of the child, which are still to grow and change, in brackets so that they cannot grow. Just as the child's physical organism must grow, so too must the forces of growth inherent in what the teacher, the educator, has taken into his soul. We can only bring this into the child if we also shape the education and teaching artistically during the compulsory school age.

By way of illustration, I would like to point out how we at the Waldorf School - which was founded a few years ago by Emil Molt in Stuttgart and which I run - incorporate this artistic principle into our teaching. I can only give you a brief sketch of it today.

For example, when teaching reading, we do not assume that we can directly teach the child what letters are. These letters are, after all, something quite alien to human nature. Just think of how, in earlier times, there was a pictographic writing, a pictographic writing that arose primarily from the fact that what had been perceived was imitated in the picture. In this way, writing was very close to what was perceived. Writing had something directly to do with the human being. In the course of the development of civilization, the forms of letters have become detached from the human being. There is no need to study history to such an extent that the old pictographic script is brought to life again in school. But it is good for the teacher to let their artistic imagination run free, to let the children draw and paint forms that reflect what the child feels, in which the child lives.

Thus, at the Stuttgart Waldorf School, we do not start with learning to read or learning to write in the usual way, but rather artistically, with painting and drawing. We develop the forms of the letters out of this drawing, and in fact we always develop out of the artistic realm first. We also let the children work with paints, even though this is more difficult and must be developed out of the dirty. We begin with the artistic realm and develop writing out of it, and only then reading. And in this way an artistic quality should permeate the entire lesson.

This can happen right up to the point when the children learn arithmetic, if the teachers are there for it, those teachers who have become experts through a real deepening of their own soul treasures by absorbing the guiding forces of a real anthroposophical spiritual science into their minds, into their knowledge, into their feelings, into their will. Those who have assimilated spiritual science in this living way can work from the spirit to transform all teaching into an artistic activity. But when the teacher of this childhood stage becomes completely artistic in his dealings with the child, then he works not so much through what he knows, but through the nature of his personality. He works through his individuality. And the child receives through this in his mind something that has the power of growth in it, just as the physical organism has the power of growth in it. Later on, in one's thirties or forties, one is then in a position not only to think back, as if remembering, to the fixed concepts one was taught at school and which one should recall. No, these concepts have grown with one, have changed. This is how we must work as teachers; we must be able to treat the child as an educator.

In this way we exercise authority, but at the same time we work in the truest sense of the word for the freedom of the child; for we must always be clear in our own minds that we are true educators only when we can also guide in the right way those people who will one day be more capable than we are as teachers. It could well be that we find ourselves teaching in a school, let us say in a class with two geniuses. And if we as teachers are not geniuses ourselves, we must educate the children in such a way that we do not hinder the development of their genius. If we educate in the sense and spirit that I have just mentioned, that we artistically bring to the child with our personality what it needs, just as in earlier years it needed to imitate what it perceived through the senses, so now it needs that what we ourselves are as teachers, then we will be no more of an obstacle to the forces that may not even be in us than a mother carrying the germ of a child within her is an obstacle to genius if she is not a genius herself. We become custodians of the child's qualities and will not be tempted to impose on the child what we ourselves are. That is the worst educational principle, to want to make children into an image of ourselves. We will not be tempted to do so if we acquire knowledge of human nature in the sense of spiritual insight, and if the child is a mystery for us to solve at every stage of life.

My only regret is that we cannot yet have a kindergarten so that younger children too can be educated in these principles. We are not yet able to do so for financial reasons. But those who are teachers at the Stuttgart Waldorf School feel how what is revealed in the human physical organism as soul and spirit through the gaze, through the physiognomy, through the word, through everything possible, makes use of the body — which is by no means neglected in this education — how it has descended from divine spiritual heights and united with what has become of it from the father and mother in the hereditary current through conception or through birth. Anyone who approaches the child with the feeling that this child has descended from the spiritual world to you, and that you are to solve its riddle from day to day, from hour to hour, has in his mind the loving devotion to the child's development that is necessary to guide this child through all possible imponderables on its path through life. And it is such imponderables – that is, those things that cannot be grasped in a rough and ready way – that are often involved in education and teaching. It is truly not only that which a systematizing educational science wants to accept as prevailing between the educator and the child.

I would like to illustrate what I mean with another example. Let us assume that a teacher has the task of teaching a child in a childlike, simple way about the immortality of the human soul. This must be taught to the child, who is between the change of teeth and sexual maturity and is preferably attuned to receiving images – not yet abstract concepts – and who wants to accept everything on the basis of self-evident authority, precisely through an image.

Now this image can be presented to the child in two ways. You can say: I, the teacher, am terribly clever. The child is still terribly foolish. I have to teach it about the immortality of the soul. I will use an image. I will say to the child: look at the butterfly chrysalis, the butterfly will crawl out of it. It will crawl out as a visible being. Just as the butterfly crawls out of the chrysalis as a visible being, so your soul will separate from the physical body at death, as from a chrysalis, and fly away into the spiritual world.

Of course I am not saying that this is philosophical proof. It is certainly not that. But a view can be taught to the child in this way. I can do it – as I said – the way I have just described it. I say, I know all this well, because I am clever and the child is stupid. I teach it to the child. It is a foolish comparison, but the child should believe it.

Now, my esteemed audience, you will not achieve anything by approaching the child in this way, because the child may remember it, but what you are supposed to achieve, raising the soul's level, filling the soul with a life-giving content, you cannot do that in this way. But it can be done in another way, if you do not say to yourself: You are clever as a teacher, the child is foolish, but if you say to yourself - forgive me for speaking so paradoxically -: Perhaps the child is even much cleverer than you are in the subconscious depths of his soul. Perhaps you are the foolish one and the child is cleverer. In a sense this is true, because who knows how the still unformed internal organs, namely the brain, are shaped by the still unconscious soul, the dreaming soul of the child, how an immensely significant wisdom is formed in the earliest years of childhood. Anyone who has an appreciation for such things, who is not a crude philistine and cannot appreciate such things, still says to himself: All the wisdom we acquire in life, no matter how beautiful machines it may produce, is not as far advanced as the unconscious wisdom of the child.

Teachers who work in anthroposophical settings believe that the butterfly can emerge from the chrysalis, because they say to themselves: I am not making this comparison, nature itself is making this comparison. What happens at a higher level, the release of the immortal soul from the body, is modeled in nature by the deity itself in the butterfly emerging from the chrysalis. If I imbue what I hold in front of the child as an image with my own feelings, then I give the child what is right, I give it life force with it. Nothing that I do not myself believe in with all my might can have the right effect on the child. These are the imponderables that should be at work between the teacher and the child, the unspoken, that which lies only in the exchange of feelings, the supersensible in teaching. If that is not there, then, I would say, only the gross, not the imponderable, is at work, and then we do not give the human being what is right for the path of life.

I wanted to use these things to point out, above all, how an artistic element, I would like to say a pious mood towards the human being, belongs in education and teaching. This is particularly evident when we turn our attention to the religious and moral education that we want to give the child. And here anthroposophical spiritual science, which I have had the opportunity to speak about here in The Hague during the past few days, shows us how, precisely in relation to the religious and moral element present in the human being, this temporal organism has its great significance for the whole human being and his earthly life. If we can gain insight into the attitude of the very young child, who imitates everything, towards his whole external world, and if we can put ourselves in this child's place, then we cannot characterize it other than by saying that the child is completely given over to the external world; he loses himself to the external world. Just as the eye loses itself in the outer world of colors and light, so the child loses itself in the outer world. The inner world dawns only very gradually. Out of dreams that are still completely absorbed in the outer world, more definite ideas gradually emerge.

Now, my dear audience, when you have truly appreciated this mood in the child, do you know what it is? It is in truth the pious mood, it is in truth the religious mood, placed in the midst of the sense world. However strong a tomboy the child may be in other respects, in relation to its relationship to the sense world, in relation to its devotion to the sense world, the child is religiously minded. It wants to be itself wholly what it beholds in its surroundings. There is not yet any religion in which the child finds itself. But this mood, which is present in the child especially in the first years and gradually fades away until the change of teeth, this mood, which is no longer present when the self-evident sense of authority sets in with the change of teeth, reappears in a remarkable way later on for the insightful teacher.

When children reach primary school age between the ages of nine and ten, the truly insightful teacher and educator may be faced with their greatest challenge. For it is then that they will notice that most of the children entrusted to them approach them and have a particular need for them, that they do not always have explicit questions but often have unspoken ones, living only in their feelings. These questions can take on hundreds of thousands of forms. It is much less important to give the child a specific answer. Whether one gives one answer or another is not as important as the content of the answer. What is most important, however, is that you instill the right trust in the child with the right feeling, that you approach the child with the right feeling at just the right moment, which for children always occurs between the ages of nine and ten.

I can characterize this moment in the most diverse ways. When we teach the child, we notice that before this moment, which lies between the ages of nine and ten, he does not yet properly distinguish himself from his environment, does not properly experience himself as an ego - even if he has long been saying “I” to himself. In this moment of life, he really learns to distinguish himself from his environment. We can now no longer just influence the child with fairy tales and all kinds of lessons, in which we bring the outside world to life. We can now already draw attention to the fact that the child distinguishes himself from the outside world as “I”.

But something else of fundamental importance occurs, which is deeply connected with the moral development. This occurs: in the early days of that epoch of life in which the child is subject to authority, he takes this authoritative personality as it is. Between the ages of nine and ten – it does not even need to be conscious of this, it can happen deep within the feeling, in the subconscious, as it is called, but there it is – the child sees itself forced, through its development, to look through the authoritative personality at what this authoritative personality itself is based on. This authoritative personality says: This is true, this is good, this is beautiful. Now the child wants to feel and sense where this comes from in the authoritative personality, what the knowledge of the good, true and beautiful is, the will in the true, good and beautiful. This comes from the fact that what I would like to say in the depths of the soul has been retained during the change of teeth and even afterwards, which in early childhood was, if I may use the strange word, a sensual-pious surrender to the outside world, because that has disappeared there in the depths of the soul and now emerges spiritually as if from the depths of the human being. What was sensual in the infant until the change of teeth, what as sensual is the germ of all later religious feeling towards the world, that emerges soulfully between the ages of nine and ten, becomes a soul need.

Knowing this, and reckoning with the fact that, just as one lovingly tends the plant germ so that it becomes a plant, one now has before one, in soul form, that which was once prepared in the child in a sensually germinal way, and has to be cared for in soul form, gives one a special relationship with the child. And in this way one lays the religious germ in the child.

Then the educators will notice that in later life, towards the seventeenth or eighteenth year, what has emerged as a religious feeling in the soul, that then emerges spiritually, that it is absorbed into the will, so that the person builds up their religious ideals during this time.

You see, it is extremely important to understand these things at the fundamental level if we want to educate and teach in a meaningful, truthful and realistic way. After all, nature has taken care of the physical organism of the human being, otherwise we might not be sure whether - especially if the people concerned are modern futuristic painters - people might even think of putting their ear in the wrong place or something similar. Such things could well happen if nature had not provided for the whole corresponding organization of the human being. So we, as teachers and educators, must take care of the time organism. We must not try to cultivate the religious sense of the child's soul in any other way than in preparation for the moment between the ages of nine and ten. We must handle this time body of the child with care. We must say to ourselves: Whatever religious feelings and concepts you teach the child before that remains external to him; he accepts them on authority. But between the ages of nine and ten something awakens in him. If you perceive this and direct the feelings that then arise of their own accord out of the soul in the religious sense, you make the child into a religiously true human being. There is so little real psychology of the age today, otherwise people would know where the false religious feelings and sentiments that are present in social life today come from: because it is believed that anything can be developed in a person at any age, because it is not known what exactly needs to be brought out of the child's soul between the ages of nine and ten.

If we organize the entire curriculum in such a way that by the age of twelve the child has absorbed so much from the natural sciences – entirely in keeping with primary school education and teaching – that he has an overview of some physical and botanical concepts and so on, not in a scientific but in a thoroughly childlike sense, then at this age, around the age of twelve, we can look at the child and the child treated accordingly – that conflict that arises when, on the one hand, we look up to the divine governance of the world, to which the child can be guided between the ages of nine and ten, and that contrast that arises when we only take note of the external – not moral, not divine-spiritual – unfolding of forces in the natural phenomena that manifest themselves before us. These natural phenomena present themselves to us without appearing to be permeated by moral principles, without our directly perceiving the divine in them.

This is what brought modern people into the conflict in the first place, which on the one hand directs the mind to the religious sources of existence, and on the other hand to knowledge of nature. Around the age of twelve, our knowledge of human nature tells us that we can gently address these conflicts in the maturing child, but that we are also in a position - because the soul-religious feelings are still so strong, so fresh, so full of life, so youthful, as they can only be in a twelve-year-old child, then to be able to guide the child in the right way, so that in later life he does not need to see nature itself as divinized, but can find the harmony between nature and the divine-spiritual essence of the world.

It is important that one allows this conflict to arise around the twelfth year, again taking into account the right development of the temporal organism in man, because it can be most effectively bridged by the forces that are present in the human soul at that time.

In turn, for anyone who is able to observe social life today in truth — not lovelessly, but with a genuine psychology — the art of education offers the insight that many people cannot overcome the conflict mentioned because they were not led into this conflict at the right age and helped to overcome it.

The main thing is that the teacher and educator know about the life of the human being in general, so that when they encounter an individual child or young person, they can recognize what is right at the right time and know how to orient themselves at the right time.

Religious experience also lies within the human being itself. We cannot graft it into him; we have to extract it from the soul. But just as we cannot eat with our nose, but have to eat with our mouths, so we have to know that we cannot teach the religious to a person at any age, but only at the appropriate age. This is something we learn primarily through a true knowledge of the spirit: to bring the right thing to the child at the right age. Then the child takes that which is appropriate to his abilities.

And when we look at this child development and know how everything between the change of teeth and sexual maturity is geared to the personal relationship between teacher and child, and how there must be something thoroughly artistic in this personal relationship , then we will also see that for the child it must initially be a kind of pleasure and displeasure, sympathy and antipathy, which in turn develops out of imponderables in the face of self-evident authority.

The teacher either talks to the child in stories, in parables – there are hundreds of possible ways – about what he finds morally good and what he finds morally evil. If he is really able to develop an artistic education, then the artistic element between the educator and the child works in such a way that the child, precisely through this inclination towards the self-evident authority, learns to look with sympathy to good and antipathy to evil, and that between about seven and fourteen years of age a moral sense develops in the child out of pleasure and displeasure.

It is completely wrong to try to get the child to obey rules during these years. We either enslave the child or make it malicious, stubborn, and rebellious against the rules. It does not understand why it should follow the commandments. But it can like or dislike what the self-evident authority finds right or wrong, good or evil, and it can learn to follow it with sympathy or antipathy. And this sympathy and antipathy becomes the self-evident content of the soul.

What develops in a scholastic way during this period of life, what has been established in the child's moral sense between the ages of seven and fourteen in the manner indicated, only comes to the fore in the seventeenth or eighteenth year as a volitional impulse, provided that the personality is present later on who, through his own enthusiasm for moral ideals, for beautiful human ideals, shines forth for the young person as a later guide in life - as a volitional impulse only appears in the seventeenth or eighteenth year.

Just as the plant germ is not yet the plant, but the plant germ must first come into being for the plant to arise, so too must the moral will in a healthy way be able to become the ripe fruit of the moral person in the sixteenth or seventeenth year, with all its strength, if the moral feeling has developed between the seventh and fourteenth year, in the process of clinging to the self-evident authority.

And what is the safest way for us to develop this moral sense? If we direct all instruction, all education, in such a way that the child learns to develop a feeling above all else. If possible, the education of even the very young child, long before the change of teeth, can take care of this if we direct this child in such a way that it learns to develop feelings of gratitude towards everything it receives in life. The feeling of gratitude is underestimated today. This feeling of gratitude connects people with the world and allows people to recognize themselves as a part of the world. If a child is guided in such a way that it can develop a clear feeling of gratitude for the smallest of things, then the child does not shut itself away in selfishness, but becomes altruistic and connects with its surroundings. Then one arrives at directing the lessons in such a way, even at school age, that the child gradually receives its physical existence, its soul existence, its spiritual existence, so to speak, in gratitude from the powers of the world, from the physical, from the soul and from the spiritual powers of the world, and that this feeling of gratitude spreads into a feeling of gratitude towards the world from whose bosom one has sprung.

Thus can the feeling of gratitude towards parents, educators, towards all the environment, be transferred into the great feeling of gratitude towards the divine rulers of the world.

This feeling of gratitude must be there before any knowledge that a person can ever acquire. Any knowledge, no matter how logically justified, that does not at the same time lead to the feeling of gratitude towards the world, is detrimental to a person's development, and in a sense maims them mentally and spiritually.

This is shown by spiritual science, which I have had the honor of representing here these days: that every, even the highest, even the most exact knowledge, can lead to feelings, but above all to feelings of gratitude. And if you have planted the feeling of gratitude in the child, then you will see that you have planted the soil for moral education. For if one has cultivated this feeling of gratitude and this feeling of gratitude proves to be compatible with all knowledge, then the child's feeling easily becomes one of love, as one must have it for all other people, and ultimately for all creatures in the world. One will be able to develop love most surely out of the feeling of gratitude.

And in particular, one will be able – again from that point in time, which lies between the ninth and tenth year of life – to gradually transform authority into an authority imbued with love. The teacher's whole behavior must be organized in such a way that this authority, which at first, I would say, is neutral in the face of love, becomes a matter of course, a matter of obedience, a free obedience when the child is nine or ten years old, so that the child follows in love the self-evident authority, in a love that it already awakens in itself, in a love that it already understands.

If one has developed feelings of gratitude and love in the right way in one's soul, then later on one is also able to bring the moral sense of the child or young person to the point where the person now life really sees that which is the very basis of his human dignity to the highest degree: he sees that which elevates him above the mere sensual world, above the mere physical world, which lifts him up to a truly spiritual existence.

In these days I have tried to describe the spiritual world from a supersensible knowledge in certain respects. The spiritual researcher can acquire knowledge of this spiritual world. But with our moral inner life, we also stand in a spiritual way in our ordinary life at all times when we feel the moral with the necessary strength and the necessary purity. But we achieve this if we teach the child a very definite knowledge of human nature. And we should not dismiss any child from the school that is the general school of life, the general elementary school, without a certain knowledge of human nature. We should dismiss the child only when we have imbued it to a certain degree – and it is only possible to this degree – with the motto: “Know thyself”.

Of course, this “know thyself” can be brought to an ever higher level through all possible science and wisdom. But to a certain extent, every elementary school should teach the child to fulfill the “know thyself”. To a certain extent, the human being should recognize himself as body, soul and spirit. But this knowledge of the human being, as it follows from real knowledge of the spirit, establishes a true connection between good and between human beings.

Why does today's recognized science not go as far as to recognize this connection? Because it does not fully recognize the human being. But just as one would not be a complete human being if one lacked blood circulation in some organ - the organ would have to atrophy - so one learns, when one really looks at the whole human being in terms of body, soul and spirit, to recognize that good is what makes a human being human in the first place, and that evil is something that comes from the human being remaining incomplete.

A child who has been guided through life with gratitude and love ultimately comes to understand that a person is only complete when they see themselves as the embodiment of the divine order of the world, of good in the world, in their earthly existence. If one has based moral education on gratitude and thus overcome selfishness in a healthy way – not through mystical-moral declamation or sentimentality – if one has transformed gratitude into love in a healthy, non-sentimental way, then in the end one will be able to young person who loves the world to the realization that the person who is not good as a whole person in body, soul and spirit is just as crippled in the spiritual as someone who is crippled in having one leg missing. One learns to recognize the good in the imagination, in the etheric knowledge of the spirit as the complete human being.

And so, just as if you were to find a diagram of the nervous or circulatory system, a fleeting glance at which resembles a shadow of the human being itself, so too, when you form an image of the good through intuitive knowledge, this is the model for the whole human being.

But here moral education unites with religious education. For only now does it make sense that God is the source of good and man is the image, the likeness of God. Here, religious and moral education will lead to man feeling - and incorporating this feeling into his will - that he is only a true man as a moral man, that if he does not want the moral, he is not a real complete man. If you educate a person in such a way that he can honestly feel that he is being robbed of his humanity if he does not become a good, moral person, then you will give him the right religious and moral education.

Do not say that one can easily speak of these things, but that they must remain an ideal because the outside world can never be perfect. Of course the outside world cannot be perfect. He who speaks out of the spirit of spiritual science knows that quite certainly and quite exactly. But what can permeate us as an attitude, in that we teach or educate, what can give us enthusiasm in every moment and with this enthusiasm brings us to be understood by the childlike soul, that we find the way to the childlike will, that lies nevertheless in what I have just hinted at - in a true knowledge of human nature, which culminates in the sentence: The truly complete human being is only the morally good human being, and the religious impulses permeate the morally good human being.

Thus all education can be brought to a climax in moral and religious education. But here too we must realize that the human being carries within him a time organism, and that in order to educate the child we must, in a spirit of spiritual insight, learn to observe this time organism hour by hour, week by week, year by year. We must lovingly enter into the details.

I have thus indicated to you how guidelines can be obtained from a spiritual knowledge for a part of practical life, for education. I am not just describing something that exists in gray theory. I have already indicated to you that those educational principles which I could only sketch out very briefly have been applied for years at the Stuttgart Waldorf School, that from the outset what I have suggested here for religious education permeates the entire curriculum, a curriculum that is based on the pre-service training of the Stuttgart Waldorf School teachers. And I may add that now, looking back over the first years of the school's development, we can say, even if everything remains imperfect in the outer life, that it is possible to make these principles practical principles so that they reveal themselves in the unfolding of the child's life.

And so these impulses of religious and moral education also show themselves, just as the fruitfulness of the impulses of physical education shows itself on the other side, guided from the spiritual and soul side, for example in the application of the art of eurythmy in school. I mention this only because it has been shown how children naturally find their way into this eurythmic art, just as they find their way into speaking the sounds at an earlier age, and to show you that those who want to see religious and moral education practised in such a way, as discussed today, do not want to neglect physical education at all. On the contrary, anyone who looks at the life of the child with such reverence and spiritual activity does not neglect physical education either, because he knows that the spiritual and soul-like is expressed in the body down to the individual blood vessels and that anyone who neglects it is, so to speak, pushing the spirit back from the sensory world into which it wants to manifest itself.

Above all, the child is a unity of body, soul and spirit, and only those who understand how to educate and teach the child in this totality as a unit, based on genuine observation of human beings, are true teachers and educators.

This is what we are striving for at the Waldorf School in Stuttgart and what has already been practically proven to a certain extent in relation to what I have tried to show you today as just one side of education. But what must always be said with regard to this area and other areas of life – and it is obvious to turn our gaze to the whole of social life, which is stuck in so many dead ends today, it is obvious from the point of view of education – is this: social conditions today can only experience the desirable improvement if we place people in social life in the right way, not just by improving external institutions. When all this is considered, the importance of a true, realistic art of education becomes clear; and it is this kind of realistic art of education that Waldorf school education, Waldorf school didactics, wants to introduce into the world as a prime example of an art of education.

It has already experienced a great deal of success, and anyone who is enthusiastic about a realistic art of education based on spiritual science naturally wants it to be widely adopted. For it is built, I would say, on an archetypal truth. Education is also something that must be seen as part of the social life of human beings. For this social life is not only the coexistence of people of the same age, it is the coexistence of young and old. And finally, part of social life is the coexistence of the teacher, the educator, with the child. Only when the teacher sees the whole human being in the child and can, in a prophetic, clairvoyant way, see what depends on each individual educational and teaching activity that he undertakes in terms of happiness and destiny for the whole of life, will he educate in the right way. Because all life, and therefore also the life of education and teaching that takes place between people, must be based on the principle that Everything that happens between people only happens right when the whole person can always give themselves to the whole person in right love.

But this must also be true in the whole field of education. Therefore, in the future, the art of teaching will be based on a secure and realistic foundation when the teacher is able to bring his best humanity to the best humanity in the child, when the relationship between teacher and child develops in the most beautiful sense of the free relationship between human beings, but also in the relationship given in the necessity of the world.