# The Constitution of the General Anthroposophical Society

## GA 260a — 3 August 1924

### About the Anthroposophical Education Conference in Holland

On behalf of the Dutch friends of anthroposophy, Dr. F. W. Zeylmans van Emmichoven (on behalf of the board of the Anthroposophical Society) and E. Mulder-Seelig (on behalf of the teachers of the “Free School”) invited participants to an anthroposophical education conference from July 17 to 24.

This conference was a satisfying experience for us. Some of the lectures, both educational and public ones on medicine, were also intended for non-members of the Anthroposophical Society. In addition to the members who had come from many places, many non-members attended the educational lectures, so that the total number of listeners was about 250. The public lectures were very well attended.

The entire board of the Dutch association was present. From the board at the Goetheanum, the following were present: besides myself, the secretary Dr. I. Wegman, then Mrs. Marie Steiner, Miss Dr. L. Vreede, and Dr. Wachsmuth. In addition to myself, the speakers were Dr. Zeylmans van Emmichoven, Dr. Schubert, Dr. von Baravalle, and the teachers of the “Free School,” Stibbe and van Bemmelen. In addition, two courses on language arts were held by Marie Steiner, one general and one for advanced students.

My activities included: a pedagogical course in nine lectures on the topic “The pedagogical value of human knowledge and the cultural value of pedagogy,” three public lectures on the topic “What can the healing arts gain from a spiritual scientific perspective?,” as well as three member lectures and two class lessons.

In the educational lectures, I set myself the task this time of elaborating on the nature of genuine knowledge of the human being and its significance for educators and teachers in such a way that it became clear how educational measures can be inspired by a living insight into the body, soul, and spirit in such a way that they enable the whole human being in the child to develop in all respects. I explained how much educators need to know about healthy and sick people and how the educator's attitude, which permeates this essence, works in the art of education. I described the extent to which the concept of karma, the connection between fate and destiny that manifests itself in children, should be effective in the educator's state of mind. The subject of the lectures was how educational measures promote or inhibit the soul, how the healthy development of the child can be properly guided, how illness can be prevented, or how it can be dealt with if it occurs. The example of the Waldorf school was used to show how a living knowledge of the human being can be brought into the school organism. The leitmotif of the lecture series was that true pedagogical art must bring about a living form of education through the life that the educator develops in his knowledge of human beings, so that the child truly receives life in body, soul, and spirit. Bringing about life through life. The significance of the education of the developing human being for the development of humanity as a whole was illustrated.

In the public lectures on the art of healing, I attempted to show how anthroposophical knowledge of the human organism sheds light on the nature of illness, and how this can lead to a view of illness that results in an understanding of the necessary healing process. Anthroposophy is capable of imparting, alongside knowledge of the human being, such insight into the substances and processes of the non-human world that one can show, for example, how a substance counteracts proliferation or atrophy in the human organism. This was discussed using the example of silicic acid. Reference was made to the position of the Clinical-Therapeutic Institute, which is directed by my dear colleague Dr. I. Wegman in an anthroposophical sense, so that the ancient connection between the art of healing and the knowledge that lives in worldview is being sought again in a new form. This connection existed in the mysteries; it must be achieved again. - It was then possible to show how the remedy and healing process arise from the view of illness. The nature of the remedies produced by the International Laboratory Society in Arlesheim could be demonstrated.

The lively participation in the courses on the art of speech given by Marie Steiner shows that the importance of “being able to speak” is gaining increasing understanding. The artistic shaping of language reveals the healthy interaction and harmonization of body, soul, and spirit. The body shows whether it is able to integrate the spirit in the right way; the soul reveals whether the spirit lives in it in a true way; and the spirit presents itself vividly in its immediate physical effect. Those participating in language courses thus experience the revelation of anthroposophy in human activity in a very direct way. It can be seen as a test of anthroposophy that it is able to revive the art of language in its full meaning, which has been rendered helpless by materialism in worldview.

The branch lectures presented the way in which the view of the supersensible element in human development leads to an understanding of the tasks incumbent upon the anthroposophical movement. What can be called the “Michaelic” guidance of humanity in a supersensible event in ancient times from the seventh century BC to the time of Alexander, and then again in our present time, was presented. Such a presentation must inspire the enthusiasm that should permeate the life of the Anthroposophical Society.

Dr. Zeylmans' lecture, given in Dutch, dealt with the relationship of anthroposophy to physiological and pathological knowledge of the human being. Dr. I. Wegman characterized it as an outstanding achievement.

A sample eurythmy performance by the children of the “Free School” fitted well into the program.

Our Dutch friends made every effort to make this event a dignified one; the heartfelt thanks of all who share in the flourishing of the anthroposophical movement must be extended to them.