# The History of the Anthroposophical Society 1913–1922

## GA 251 — 30 April 1922, Dornach

### 38. Report on the Lecture Tour in Holland and England in 1922

[My dear friends!]

As you know, my intention today is to discuss some of the experiences in Holland and England. As you know, the Dutch friends organized an Anthroposophical School of Spiritual Science this spring, which took place from April 7 to April 12. A large number of our lecturers were present. The topics were from a wide range of scientific fields. However, the main aim was to provide an insight into the extent to which the anthroposophical worldview is rooted in scientific life and the extent to which it must be taken seriously by today's scientific community. That was actually the task at hand. The fact was that although a large number of our Dutch anthroposophical friends were present at the lectures, we were essentially dealing with an audience that was still quite unfamiliar with anthroposophy, an audience recruited from the student body of the various Dutch colleges, and which, above all, mostly wanted to have something like a first acquaintance with anthroposophical ideas. This was particularly the case with this Dutch course, which is now the case with regard to anthroposophy in general: a large proportion of young people who are scientifically oriented regard anthroposophy as a matter of time. Of course, the circumstances of the present time are such that only very few of those who want to address this question muster the courage and inner strength to really get close enough to anthroposophy. But even if the effects in this direction are slight, it is still apparent on such occasions, when anthroposophy is seriously sought, as in this Dutch course, that a few individuals, especially among the younger contemporaries, are becoming aware that anthroposophy, in addition to the satisfaction it offers in religious and other respects, is thoroughly scientifically grounded. And we were also able to perceive this in Holland, that among the younger contemporaries who were present were those who, after completing the course, had the feeling that here we are dealing with a scientifically serious matter.

An extraordinarily lively discussion was provoked by the lecture by Dr. von Baravalle, who spoke in a very stimulating way about mathematics in the light of anthroposophy. The discussion that followed was interesting because one older lecturer and one younger student who took part in the discussion really did try to engage scientifically with what Dr. von Baravalle had presented, and in a very forceful way.

It is a satisfying fact that specific details, for example in thermodynamics in physics, can be discussed in an appropriate way based on anthroposophy. Of course, discussions also occur in other scientific fields; but the point of view that Dr. von Baravalle took is truly quite far removed from the points of view that are adopted in present-day thermodynamics; and one is accustomed that those who are firmly seated in their chairs and well established in the present as scientists, simply dismiss with a slight wave of the hand these things that are so far removed from what they are accustomed to thinking. That this can no longer be the case today, that one must at least consider the corrections of formulas that one is able to make to current science through the results of anthroposophy, is an extraordinarily satisfying result.

Unfortunately, with such short lecture courses as we still have to give, one is obliged, I would say, to pick out individual short chapters from large areas, and that therefore hardly anything else can be given through such courses but a very inadequate stimulus. But for the time being we have to be satisfied with that. It is not yet possible, given the circumstances of contemporary life, to give more than this.

My first task was to elucidate the position of anthroposophy in the spiritual life of the present day. I endeavored to show how the spiritual life of the present day has, after all, taken on a kind of scientific character in all directions. Even if this is denied, it is still found that scientific thinking asserts itself everywhere; only the peculiar phenomenon emerges that, on the one hand, scientific life is declared to be the only one with authority, while, on the other hand, one is forced to let certain other areas, such as art and religion, move away from science as far as possible. On the one hand, one wants scientific certainty. But with this scientific certainty, which one strives for, one cannot do anything in art; one cannot do anything with it in religious life. Therefore, one tries to base art, if possible, only on fantasy and entertainment, not on a deeper penetration into the secrets of the world and their reproduction, and to base religion not on knowledge but only on faith. It is therefore peculiar that on the one hand one seeks a panacea in science, and on the other hand, in order to save other areas of intellectual life, one tries to distance them from science as much as possible. This is something that must and does create deep divisions in the lives of serious people today. Today they remain unconscious in many ways, showing only their effects, but they are present and lead our civilized life into the abyss.

My initial task was to show this and to show the truly scientific character of anthroposophy. But then I tried to show how, in particular in the visual arts, when it is understood that it reveals the secrets of the world, there is something that really does create out of the ethereal life of beings, and only through this does it acquire its true content, and how a natural path can be created through the anthroposophical worldview into art.

Then I had to speak about the anthroposophical research method and individual anthroposophical results. These are things that you know well, and that I therefore only need to discuss in terms of the topic. And then I had to speak about anthroposophy and agnosticism. It is a topic that I discussed quite extensively last summer at the Stuttgart University course, at the Stuttgart Congress, actually. But in The Hague I had a reason to approach the subject from a different point of view. In Stuttgart I had approached the subject, agnosticism, that is, the view that one has limits to one's knowledge, which necessarily prevent man from really penetrating into the very foundations of existence with knowledge, with reference to the damage it does to the whole of human feeling and willing, how it paralyzes the powers of will, how it paralyzes artistic development, how it paralyzes religious depth, and so on. I had characterized agnosticism in Stuttgart as the bringer of cultural damage.

I had not set myself this task in The Hague, but I had set myself the task of clearly explaining the significance of current scientific knowledge. It leads to not transcending the sensory world, and instead to constructing all kinds of crazy theories about atoms, which in the very latest times have even led to the fact that now, everywhere in the feature pages of newspapers, it is reported to the more popular audience that reads things that Rutherford has succeeded in splitting atoms by a kind of cannonade! One always wonders what people actually imagine when they are presented with such articles, especially as laymen. No one gets any idea from such articles of what actually happened in the laboratory. Because if he did get an idea of that, he would just see what a grandiose nonsense it is, which is even going around the world in a popular way.

The newer natural sciences have not grown through these fantasies of the atomic world, but rather by adhering to the phenomena, the appearances, the facts that can be observed by the senses. But in doing so, it has necessarily come to agnosticism, because one can indeed trace the fact back to its archetypal phenomena, but one cannot thereby advance to the archetypes of the world. But by being driven in a justified way through phenomenalism to agnosticism, one is precisely compelled to seek paths to the archetypes of existence in another field. Take an older form of knowledge: people still saw spiritual entities in every spring, in every bush, everywhere. There was still spirituality in the whole environment. When you find spirituality in the whole environment, you also find moral impulses in the environment at the same time. Because we have come to phenomenalism and thus to agnosticism, we are surrounded only by nature, and if we still want to seek a moral worldview, we must look for the basis for it in moral intuition, as I have explained in my “Philosophy of Freedom”.

This means that agnosticism helps us to look first for purely spiritual impulses in the moral realm. Then, by first seeking the moral intuitions, we are driven further to those imaginations, inspirations and intuitions that otherwise arise for the world. And so agnosticism has this good side to it, that it deprives man of the possibility of finding the spirit outside through ordinary cognition. Thus, cognition must develop its own strength; it must become more active. We can no longer speak of some kind of given moral commandments. We must speak of moral intuitions. I have shown this in my “Philosophy of Freedom”. This is where the good side of agnosticism comes to the fore. And it is necessary to make it clear: a truly meaningful view of the world allows everything to appear from the most diverse points of view. One can just as well speak pro agnosticism as contra agnosticism. It is then always only a matter of what one says. And only by approaching the world from the most diverse points of view can one arrive at a real content of knowledge that is then useful for life.

Of course, it is an abomination for the philistines when one deals with agnosticism in its effect, in that it causes nothing but damage to civilization and culture, and then one looks at agnosticism from the other side, in that it - I would say - causes as a reaction that which is precisely the spiritual world view. For according to the commandments of philistinism, I don't know how many, one may have only one view of any given thing, and if one illuminates the different sides, if one does that at different times, then philistinism finds contradiction upon contradiction.

We can say that, according to the Dutch organizers, the lecture course in Holland, this university course, has nevertheless brought a satisfactory result for the anthroposophical movement. Of course, it is still difficult today to penetrate with anthroposophy, even to a very small extent, here or there. But we must be thoroughly satisfied with every small step that can be taken in this direction.

For me, the Dutch School of Spiritual Science was followed by a trip to England at the invitation of the “New Ideals in Education” committee, in order to give two lectures at the events that took place in Stratford for a week this year to mark Shakespeare's birthday.

The events in Stratford were a festival that was organized in honor of Shakespeare's birthday and in memory of Shakespeare. A wide range of speakers gave talks from Tuesday to Monday, and one could learn a lot from these lectures about what contemporary English intellectual life is like and what characterizes it.

It is not my job to speak critically about what has been organized during these days, I would just like to note that some things were quite remarkable. For example, an interesting lecture given by Miss Ashwell on Wednesday about drama and national life, in which she explained with great inner strength how difficult it is in England to muster enough enthusiasm to cultivate dramatic art in the right way. The dramatic arts are, to some extent, suffering from the fact that they have to be performed by individual troupes, which in turn have to take into account the tastes or lack of taste of the audience, so that real artistic development is extremely difficult. With a certain strong emotion, this was particularly expressed in Miss Hamilton's lecture on trends in modern drama next Thursday.

Now, that this already points to certain deeper things, is also evident from something else. Every evening we spent in Stratford, we went to the theater performance that was given in parallel by a special troupe. The first evening, which

“The Taming of the Shrew” showed the director on stage after the performance, and the director apologized for the lighting effects and other aspects of the production not being up to standard by saying: Yes, you just can't do everything the way you want to according to your artistic conscience, because we are actually in a movie theater. So one learned that the “Shakespeare Memorial Theater” had actually been converted into a movie theater in modern times, and only during these festivities had it been converted back into a theater!

We have read in the last few days that the Berlin State Opera has already started showing films, and we are well on the way to phasing out the dramatic arts in modern civilization and replacing them – how can one put it without offending people? – with cinematic inartistry. But even that will be taken amiss by some who are enthusiastic about the cinema. I believe that the cinema system shows just how many destructive elements there are in our present civilization.

Now, I had announced two lectures for this Stratford week, one lecture on drama in relation to education for Wednesday afternoon and one lecture on Shakespeare and the new ideals for Sunday afternoon. It is natural that when, as is the case in our college courses and as was also the case at this event, lectures follow one another in quick succession throughout the day, as in a timetable, it leads to difficulties when lectures like mine have to be translated and thus take up twice as much time. And so, of course, on Wednesday I could only say part of what I would have liked to say, since time was already up. I had the satisfaction of being given a kind of petition the next day, asking that I present what was missing on one of the following days in a subsequent lecture, and this lecture could then be given on Friday. Then I gave my lecture on Shakespeare and the new ideals on Sunday.

I organized the lectures for this Shakespeare event in such a way that they were thoroughly based on anthroposophy, although they were actually given in the style of a Shakespearean celebration. And so too in the examination of Shakespeare's drama, which has proved its mission in education in world history by simply showing itself to be historically pedagogical in the tremendous effect it has had on the education of Goethe. One need only recall that Goethe named the three personalities Linnaeus, the naturalist, Spinoza, the philosopher, and Shakespeare, the poet, as the ones who had the deepest influence on his life. But we must bear in mind how different these influences were. Linnaeus, despite having such a great influence on Goethe, actually only had the influence that Goethe opposed him, that he developed the opposite view. Spinoza only influenced Goethe to arrive at a certain mode of expression, but he never appropriated Spinoza's inner life. He only appropriated a kind of language through Spinoza, whereas through Shakespeare he really had a living impulse that continued to work in him. I then expanded on this in particular on Sunday in the lecture on Shakespeare and the new ideals, by pointing out what actually had such a strong effect on Goethe from Shakespeare. I characterized this in an objective way at first by saying: There are whole libraries about Shakespeare; if you put together the books that have been written about him, you could fill this wall with them just about “Hamlet” alone. But the influence of Shakespeare on Goethe can be explained by the fact that all that is written about Shakespeare in these books had no effect on Goethe; that something quite different had an effect that cannot be found in all these books; that one can leave all that out and must look for the matter in something quite different. Yes, I even said that one can take everything that Goethe himself said about Shakespeare – theoretically, intellectualized – and regard that as false; that not even what he himself said theoretically about Shakespeare is the actual impulse; he may have erred, and what he said about Hamlet can be refuted. What matters is something else. And actually the most significant expression that Goethe made in relation to Shakespeare is this: These are not poems, this is something like the omnipotent book of fate, open in front of you, where the storm winds of life turn the pages now and then. With this emotional thing that Goethe said about Shakespeare, the power with which Shakespeare worked in an educational way in Goethe is actually meant.

On the one hand, I was now able to take the path in the first two lectures to explain our educational principles, as you know them so well. On the other hand, however, I was also able to characterize the relationship to anthroposophy by linking Shakespeare to Goethe, Goethe to the Goetheanum, the Goetheanum to anthroposophy, and so it was a complete circle. So it was possible to bring to bear the spiritual life, as it develops as a Central European spiritual life on the one hand, as an anthroposophical spiritual life on the other, especially at such a Shakespeare festival.

It may also be said that it is fundamentally different what one feels when one has to represent anthroposophical being on the continent and when one has to represent it over in England. I had the two things in immediate succession: in Holland the School of Spiritual Science, in England something completely different. On the continent, there is now a strong and growing need to uncover the firm, secure scientific foundations of anthroposophy everywhere. As a result, the latest phase of our anthroposophical life has taken on a certain character, which can certainly lead to very popular presentations, as I am now doing in public lectures, but which must be adhered to in a certain sense. Such a need does not exist in England. On the other hand, there is a pronounced need there to be brought closer to the spiritual world in a more direct way. And so I tried to characterize, now from a deeper spiritual point of view, what it actually is that led to Goethe taking such an intense interest in Shakespeare, one that was meaningful for his entire life, and how Shakespeare was able to remain a driving impulse in Goethe until a very late age. For me, the decisive factor was that if you take Shakespeare's dramas, both tragedy and comedy, and really let them take effect on you, the figures all come to life. And if you now, equipped with imaginative and inspired knowledge, take what you experience with the living figures of Shakespeare's plays into the spiritual world, you experience something very peculiar: the figures continue to live. They do not do the same things that Shakespeare has them do on the physical plane; they do different things, but they live. So you can certainly take the characters out of a Shakespearean drama from the drama itself: on the astral plane, let us say, the characters do something different from what they do in “Othello” or in “The Taming of the Shrew” or the like. The whole thing can be transferred to the astral plane: the people do something completely different, but they act, they live, they are living beings over there.

With a Captain or the like – one has a hobbyhorse with Captain, the other with Sudermann, that is why I mention as many as possible and actually none at all – but with the others, who are less concerned with imagination than Shakespeare, who are more concerned with imitating something in life, it is quite different. You see, Shakespeare does not actually imitate life. You won't be able to point to real life when you have Shakespearean characters. He creates them. And how does he create them? By knowing that he is creating them for the stage. Shakespeare is a theater realist, he creates for the stage. He knows that the stage has only three sides. The newer playwrights, especially the naturalists, have always forgotten that the stage is open on one side, because they write their plays so that they would actually have to be closed on four sides. Otherwise – well, the audience could have a strange pleasure if the play were performed in a room closed on all sides. But Shakespeare knew that you can't bring characters imitated from life onto the stage. He knew it, just as a painter should know that he has to paint on a surface, not in space, and that he must therefore treat the colors so that the surface comes into consideration.

Shakespeare is not an imitator of life, Shakespeare is a creative spirit. But he reaches into what is available to him. That is how he created his living figures. That is how one can still look up to the astral plane, to the Devachan plane, into the whole spiritual world; the people there do something different than they do on the physical plane, but they live, they do something. If you take naturalistic poets into the spiritual world, the

figures become like wooden puppets. They are no longer alive, they cannot walk or stand, they cannot do anything, they are no longer alive.

What one experiences through spiritual contemplation, Goethe felt — this original life, this being brought forth from the spiritual world — in Shakespeare. And that is what makes Shakespeare's drama so significant for the age in which Shakespeare created it: it was indeed a continuation of the ancient mystery dramas, which I also spoke about in the lecture on Shakespeare and the new ideals on Sunday.

The entire lecture on Shakespeare and the new ideals had the following meaning. I said that one would expect me to now begin to enumerate these new ideals: first, second, third. One person enumerates three, another enumerates five, another seven. But I said: The world already has enough of that, because such new ideals are indeed being fabricated and developed everywhere. But it is not a matter of setting up such new ideals, as others also have them, or of developing others before the world today, but rather it is a matter of finding the real strength to achieve an ideal life. Many people today think up ideals, but the strength to live by ideals can only be found by becoming aware of how real spiritual life has worked, say, in older art, in the art that still emerged from the mysteries and that was ultimately effective in Shakespeare. Even if Shakespeare is still very much a theorist, we must recognize how this spiritual life has worked in the Shakespearean plays and how we can arrive at a new ideal by absorbing this impulse, by allowing meaning and understanding of the spiritual world to arise from our soul life. Whether or not we then formulate this in detail is up to us.

So in three lectures during this festival, I was able to develop just what can be said about anthroposophy, about Goethe, about Shakespeare and about education in this context.

During the event, a strangely interesting fact came to my attention. There was an exhibition that interested a large number of people very much: an exhibition of remarkable works of art that a Viennese professor - yes, how should I put it - produces in children from the ages of 8, 9, 10 up to sexual maturity. These children really paint in such a way that one is extraordinarily captivated when looking at the things with the understanding that many people today have for art. Individual scenes are painted with great perfection, street scenes with types of people – some say “criminal types”, such as are often found on the streets today – painted with great perfection. The children paint these pictures. They paint them, and then, when they reach puberty, in their 14th, 15th, 16th year, they lose their ability to paint. After that, they can no longer paint anything. And the professor — I can only say: He makes them able to do it! Today, one marvels at such a thing. What is it really? It is pedagogical nonsense of the worst kind.

Of course there are all kinds of subconscious and subconsciously acting forces that can be used to influence children in such a way that they arrive at such demonic paintings from the rhythmic system of their being, for there the lung and heart demon paints in the children. And one would actually only need to understand what I just said about human development in my Christmas course on education here last Christmas, then it would be a completely understandable phenomenon that such nonsense can be achieved; but one would also see that it is completely harmful.

Once again, we are dealing with only a single phenomenon. But these phenomena are very numerous today, and they can only be understood with an unbiased approach, if we really look at our pedagogy and didactics. Because then you realize that, as you know, the head system prevails in the child until the second dentition changes, and the rhythmic system prevails from the second dentition change until sexual maturity; but that the demonic, which possesses the child, has an effect in this rhythm – and that it is precisely in the child that what is called for here should be fought. And then people are amazed when the child reaches sexual maturity and can no longer draw anything. It is quite understandable that it can no longer draw anything if you do not teach it to draw itself, but if you cause the ahrimanic demon to draw!

How important it is to address the damage of our present civilization in an anthroposophical way is shown by such a heartbreaking example, which sensationally produces this admirable result of such a false education and does not even see what is important.

I am saying these things, of course, only because it is necessary to form a sound judgment within anthroposophical circles about what is present in our present-day civilization. I can say that I am extremely grateful to the committee “New Ideals in Education” for giving me the opportunity to speak about anthroposophy, Goetheanism, education and Shakespeare, and to say what I have tried to say in these three lectures. And I would like to say: It is indeed a guarantee that if we as human beings all over the world were to cultivate anthroposophy in the appropriate way, we could achieve many things that are very necessary for the reconstruction of our culture.

What has been achieved by the “New Ideals in Education” committee is connected to what has been achieved before and after by the activities of our anthroposophical friends in London. After the Dutch course ended on Wednesday, April 12, I gave my first lecture on Friday to anthroposophists and an invited audience in London on Knowledge and Initiation; then on Saturday the second lecture on the anthroposophical path to the knowledge of Christ, and a more intimate lecture on Sunday morning. In these lectures I tried to say what can be said in the present phase of our anthroposophical life, taking into account the way in which such things can be understood in England in particular.

On Sunday afternoon we were in the school in the London area, at the Kings Langley boarding school, which is run by the lady — Miss Cross — who was also here for the pedagogical Christmas course, and were able to see how a number of children are educated and taught in such a boarding school. It is extraordinarily interesting to see how, in this boarding school in particular, children are actually brought closer to life in a certain way, based on certain ideals of the present day. The forty to forty-five children who live in the boarding school have to do absolutely everything; there are no servants there. The children have to get up early, take care of the whole institution themselves, and also clean their boots and clothes. They have to make sure that the necessary eggs are available by raising the chickens, which they also take care of, and many other things that you can imagine. They clean everything themselves, they cook everything themselves, they take care of the garden. The vegetables that are served are first grown, harvested and cooked by them, and then they eat them. And so the child is really introduced to life in a very comprehensive way and learns a whole range of things.

The intention has now arisen here during the Christmas course at Miss Cross's to set up this boarding school in the sense of a Waldorf School, and this is considered to be a very serious plan. Mrs. Mackenzie, who was one of the main driving forces behind my invitation to this Shakespeare festival, is very much in favor of our school movement, based on anthroposophy, gaining a certain foothold in England, and the aim now is to form a committee to set up this school based on anthroposophy in line with our education.

This will be a very significant and important step forward. And with the kind of determination that characterizes these individuals, especially Miss Cross and Professor Mackenzie, it can be assumed that something like this can be achieved after overcoming many obstacles.

We all hope that the course I will be able to give in Oxford in August of this year will contribute to the further development of this plan, in which the few suggestions I was able to give in Stratford this time can be expanded in all directions.

In this way, eurythmy will also be shown to advantage, which could not be included this time, at least not in an official way. So it is hoped that all this will now be able to contribute well to the anthroposophical school movement in England.

Monday was the day we went to the Shakespeare festival. On Sunday I had the last lecture on Shakespeare there, and we returned to London on April 24, where I gave a lecture for our members in London that evening. That was essentially all there was to do and experience in England.

Thus, without doubt, a further step has been taken in the development of our anthroposophical life, which is particularly important because it has made it possible to carry anthroposophy across the borders that have unfortunately been created during the war catastrophe.

I would like to emphasize once more that I am extremely grateful, above all to our Dutch friends, who, after many weeks of selfless work, have brought about the Dutch School of Spiritual Science, which, with regard to everything concerning the organization of the course and also the arrangement of the details, meant an enormous amount of work on the part of the organizers. And I would like to emphasize that I am deeply grateful to our English friends for what they did on the one hand for my participation in the Stratford Week, and on the other hand for what I was able to do for Anthroposophy in London. And I am also grateful for what they have done for the inauguration of an anthroposophical school movement in England, which I believe has done something extraordinarily important for the anthroposophical movement.