# Education for Life: Self-Education and Pedagogical Practice

## GA 297a — 4 November 1922, The Hague

### 6. Religious and Moral Education in the Light of Anthroposophy

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.