# The Crisis of the Present and the Path to Healthy Thinking

## GA 335 — 10 June 1920, Stuttgart

### 6. Education and Teaching in the Face of the Current World Situation

Dear attendees,

When I was able to visit our Waldorf School again, at least for a few hours, the day before yesterday after a long absence from here, I was able to attend a lesson in the eighth grade, in which world history was being taught. And I can say it openly: I have the impression that if we really succeed in continuing in this way with regard to education and teaching, at least the main part of it, then we can hope to educate people in our school who will be able to cope with the increasingly difficult life issues of the near future and who will stand their ground in life. There was undoubtedly something in this that was aimed at, and it seems to me that, to a certain extent, what I would like to call the following was achieved through what was accomplished: history as an expression of human development. For the children here, who are 13, 14, or 15 years old, history has become so vivid that what they will take from it in terms of thoughts that are full of strength will be something that can provide strength for their whole subsequent life, not just for an understanding of history, but for an understanding of life situations and living conditions in general.

And when I ask myself: How could – after I had been dealing with it for almost a year now, pedagogically and didactically, in order to pave the way for the Waldorf school of our friend Molt, who has just spoken here , how could the interest that I now had to take in the way the impulses given at the time would turn out in reality, how could this interest be satisfied in such a way as I have just indicated? And then I could see: the liveliness that had entered into the story was due to the fact that the teacher, Dr. Stein, had found the inner courage to incorporate into his historical perspective the power of the spiritual science that I have taken the liberty of presenting here in Stuttgart for many years now. This spiritual science is not meant to be a mere inner comfort for souls turned away from the world, but something that can actually permeate and fertilize all human knowledge and all human activity, including all human creativity. It should be something that not only makes people cognizant, but also provides ideas that, I would say, pour into the human limbs like a spiritual heart blood, into the spiritual and physical limbs, to make people more skillful, more capable, more adept at life in every respect.

However, in order to overcome the prejudices of the broad masses of people that still stand in the way of such a permeation of the branches of education, teaching and life with the impulses of spiritual science, one must have the inner courage - the courage that can only flow from being inwardly united in one's soul with the convincing power that springs from the knowledge of reality that comes from the contemplation of spiritual life, as I have often hinted at here. From what I have taken the liberty of speaking so directly about, thoughts are then easily directed to an appearance that is all too well-founded in today's general world situation and all too understandable in view of it.

We live – and I already hinted at this from a different point of view in my lecture the day before yesterday – we live today in a time in which the social question can no longer be a question of institutions and facilities, but in which it is a great question of human value, human dignity, a question of humanity in general. The question today is not how to devise the best institutions based on these or those ideas about social life, but rather: how can we win over the broad masses of the people who have appeared on the scene of life to work together with those who, in a certain way, through their intelligence, their intellectual direction, and what they have absorbed, must nevertheless be leading in all that is incorporated into the social life of the present as forces. It is indeed extremely difficult to express certain truths that may no longer sound quite so paradoxical today, but still sound somewhat cruel. But again and again, reference must be made to a truth that is all too clearly taught by what has happened in recent years. It must be pointed out that in the last few centuries, but especially in the last few decades, the bearers of present-day education, the bearers of what is actually civilizational life – apart from the survival of traditions – have lapsed into a certain materialistic view of life and that they have not found their way out of it to what has since emerged among the broad masses as theories, as views of life.

What had developed among the ruling classes as religion, as science, as art, did not have the inner strength to take hold of the broad masses of humanity. In particular, it lacked the power to educate the broad masses of humanity, who, as a result of the upsurge of our industrial life, had to be put to work at the machines, in the factories, and so on, to what was now the content of the education, religion, science, and art of the leading classes. The broad masses of the proletariat were left to their own devices, as it were. The members of the proletariat were left to what they could see of what was merely a mechanical institution, what was merely a lifeless, heartless, soulless machine and machinery. And from the sight of such a life connected with the mechanical, with the machine, an outlook could develop within the broad masses, which today expresses itself as more or less radical Marxism and now unfortunately wants to appear as a reality-shaping force, as I also hinted at the day before yesterday. But today there is no bridge between what the educated classes recognize as their civilization, based on old traditions, and what has entered the sphere of newer human life in the broad masses. And uncertain, very uncertain, we now face the great problems of life: how to build a bridge between those who, from their knowledge of human nature, can form ideas about how our social life should proceed, and those who, understandably, can only make demands on life from a sphere of life that actually only has to do with the inanimate, and who therefore believe that all life, all religion, all science, all art could develop, as it were, like a superstructure from these production conditions, which themselves are far removed from all spiritual life?

That, ladies and gentlemen, is the terrible riddle of the present day: how can we manage to bring these two sections of humanity together – which, despite everything that has been said, must come together – how can we manage to fulfill this requirement? This weighs more or less unconsciously, of course, on many people. And out of this burden, many well-intentioned endeavors have emerged in the present. And here it becomes difficult again to express something that I must now express in the face of these, as I am quite willing to acknowledge, well-intentioned endeavors. But, ladies and gentlemen, today it is of no use just not to offend people, just not to offend people, to hold back what must be said out of a deeper insight into the laws of human development so that we can move forward to a new structure of our social life. Many people feel that we have neglected to establish something of spiritual content for humanity and to allow this to flow into science, religion and art as spiritual content, something that could have the power to convince the masses - for those masses who so far only want to accept what speaks to them from their own sphere of life, from their coexistence with the machine and with the mechanistic, and so on. And so many have already come to the conclusion that it is necessary to bring a certain education to the masses, because after all, our social question is basically an educational question. Education that is able to spread ideas about the possibilities of human coexistence, about the possibilities of social reciprocity – that is the well-intentioned endeavor of many. And so, in many circles, one thinks first of all, and with the very best of intentions, of adult education centers and all kinds of other similarly oriented educational institutions.

You see, that is precisely the difficulty, that one must speak of well-intentioned things in the way that I must now. The point is that those who today speak out of honest desire to spread education and science take it for granted that science as it exists today, as it has been learned and is taught in our schools and colleges, will simply be carried into the adult education centers and similar institutions in an appropriately prepared way. This is taken for granted by many today. Why? Because many people are not yet willing to ask the questions about the present situation of humanity with sufficient consistency. Today we see how much destructive power there is in our public life. We see the dimensions that the effects of decline have taken on, but we have become accustomed to them over the last three to four centuries, to what has emerged as popular science and popular art, to an unconditional, absolute sense of authority. And so people say to themselves: Yes, if we can now bring that which is absolutely right and absolutely appropriate to the truth to the masses, then it must be a blessing. What would be more natural than for such an opinion to arise where the vital questions of the present are not yet being raised consistently enough? But might not the other question also be raised, my dear audience, namely the question: Yes, were it not the hitherto leading classes of humanity, were it not the owners of this science and spirit that one now wants to throw into the universities and similar institutions - were it not those who had the leadership of humanity in their hands, who rode this humanity into today's conditions? Did this science, which one wants to give to the broad masses of the people today, perhaps prevent the leading classes from leading humanity into the absurdity of life? No, it has not! Can we now hope that something other than phenomena of decline will emerge when the leading classes, despite being saturated with this science, with this art and so on, rush into the present absurdity of life and are not protected by this science from this rush? Do we want to popularize something that is obviously part of the phenomena of decline? Is it to be spread to the broad masses, so that these broad masses are now led in an even more forceful way to the same absurdities to which the leading circles have been drawn by this science?

This question is a cruel one in the present day. But it is a question that must be raised, even if one suffers from raising it, because one knows from the outset how little one can be understood for raising such a question. The reason why one is so little understood is that most people today still believe: Well, something solid like the science of the last centuries does exist, we can build on it, it has just not yet sufficiently entered the masses; if it enters the masses, then it will be a solid ground for these masses. It is understandable that people want something they can call solid ground under their feet. But today the seriousness of our present world situation is so great that it is impossible to continue to keep silent about certain things that one believes one recognizes from the course of human development simply because they radically contradict, in a certain sense, what the prejudices of the broadest circles are. But what is basically an answer to the fateful question just posed was always in the forefront of the spiritual science that I have been speaking about for years in Stuttgart, and this spiritual science always wanted something quite different from what was wanted in the broadest circles [ was wanted] by prejudice; it always wanted not only that which it believed could broaden ordinary scientific education, but it always wanted a thorough fertilization of the whole of civilization with a new spiritual knowledge. And it was only from a new spiritual perspective that it could promise anything for this fertilization of the whole of civilized life. And so we are not thinking of directing our efforts towards placing popular science on as broad a basis as possible, but rather we are thinking of a renewal of the whole scientific and ideological spirit of the present into the near future.

You see, it is out of such a basic attitude that what flows through the Waldorf School here as pedagogy and didactics, as the basis of education and teaching, has arisen. And it is out of such a basic attitude that what has been said in the time between my previous and my present stay in Stuttgart, over in Switzerland, in Dornach, to a number of doctors and medical students, has also arisen. The aim was to go through the current form of medicine, particularly in a therapeutic context, and to show how everything that can be the basis of this medicine and what can then be further developed can actually be examined from a spiritual scientific point of view. The starting point was not to look at what is available as science in order to pass it on to adult education centres, but to gain a new basis of knowledge in order to enrich science and only then to pass it on to these institutions, because one should not take from the old science what is to become folk knowledge. A science of man, of the healthy and sick human being, has been attempted [through spiritual science]. It is still in its early days. Naturally, when one is immersed in the subject, one is very modest in one's thinking about everything related to these great problems of the present. But this knowledge of the healthy and sick human being has been attempted because there is a belief that only a spiritual-scientific science will be able to work in the broadest circles of humanity, to work with such a vitality that it can arise out of what the masses have gained from the view of the merely mechanical. This can never be achieved by the science that has so misled the ruling classes; only a world view that actually penetrates to completely different sources of knowledge than the sources that the intellectual and artistic conscience of humanity was inclined to penetrate to in recent centuries, but especially in recent decades.

I must take the liberty, esteemed attendees, despite the presence of such a large gathering here today, to speak first in a seemingly unpopular way and to point out some things in particular that most people today still say: Oh, we don't need that at all when we speak of the reorganization of the life situation of present-day humanity. That is much too high for certain spiritual heights, the broad masses cannot yet understand that. Yes, my dear audience, I am nevertheless speaking from such points of view, as I have just indicated. When I am often told today that what comes from here is not understood at all by the majority of people, I am reminded again and again of what I have often heard from theater directors, whose only concern has always been to present as many trashy plays as possible to the audience; they have always excused themselves by saying that the audience wants this because it does not understand better things. It was always clear to me that the theater directors concerned, who judge in this way, simply do not understand the value of better plays. And so I do not pay any attention when one or the other complains about incomprehensibility today, but I believe that we, perhaps influenced by the hardship of the times, are very much ready to take in many things that the last decades, swimming in philistinism, have called incomprehensible out of convenience. Many things have happened to me that I can cite as proof of this incomprehensibility. For example, about twenty years ago I was invited to give a series of lectures on Goethe's “Faust” to a circle of educated people in a German city. There were, however, a number of people who did not even think to say that what I was saying was incomprehensible. But there were also enthusiastic representatives of Oskar Blumenthal's muse, and they said: Yes, “Faust” is not a play, it is a science. - It has gradually emerged from certain backgrounds, which I do not want to characterize here, an educational ideal that was always at hand: you have to speak more popularly and more generally. But it is precisely this complacency that has led us to the situation we now find ourselves in. And we will not get out of it any sooner, ladies and gentlemen, until a sufficiently large number of people decide to have the conscience to understand that which simply cannot be conveyed in the most general terms, which are as clear as day, and which one can also sleep with.

When we speak today about the significance of education and teaching in the face of the current world situation, it is above all about the fact that it must be recognized: The teacher, the educator of today, can only fulfill his role in a fruitful way if he has a real understanding of the developing human being, if he has the real gift of looking into the human being and seeing the riddle that is revealed from the first day the child is born to the days when he is an adult. But we have no general world view that could lead us to truly look into a person, especially into the person becoming, in an intimate way. Our world view of recent years, of recent decades and centuries, has not actually led us to the human being, but has led us away from the human being. It has shown us a very astute way to recognize how man stands at the top of the animal series, how he has developed from lower animal forms, and today we believe we recognize what man's relationship to the non-human actually is. By raising the big questions of humanity in the popular sense, we do not actually ask: What is man? What is man's inner being? — Instead, we ask: What is the inner nature of the animal, of animality? — We study the development of animality, and when we have studied how animality develops up to its highest stage, we stop there, so that we then come to an understanding of man only from the development of animality.

It was certainly a long and meaningful path that was taken from a certain point of view, but it is characteristic of the foundations of the development of world views in recent times. For man does not stand before himself as man in terms of his actual essence, but he only stands before himself in so far as he is the pinnacle of animality, in so far as he is something other than the actual human essence. To what extent is man an animal? — We ask this today in all forms. And as a result, we have lost sight of the question: To what extent is man human in the true sense of the word? And so it becomes almost a fact that people, I would say, bite their logical teeth out on the question: What is the relationship between what we call the soul, what we call the spirit of man, and what we call the body, what we call the body of man? - In all forms, this is raised within today's philosophy, but people only bite their logical teeth out in the process. And it is strange how sometimes, when a lone raven is placed among the number of those observers who, out of the world view of the present day, are really dealing with such questions, how then, out of a certain common sense, they speak. Here is an example. Such an example illustrates many things.

For a long time, the brilliant philologist Rudolf Hildebrand worked at the University of Leipzig. He was a student of Jacob Grimm's linguistic research and also edited the famous dictionary for the most part in the parts that Jacob and Wilhelm Grimm had left to edit. Rudolf Hildebrand also wrote a number of diary pages that were published by Diederichs in 1910. In them, he expresses himself as a person who is immersed in the life, teaching and education of the present day with an attitude that, I would say, suddenly stops and wants to assert common sense in all that he has around him, especially in the people around him who talk about world view issues in today's school and teaching manner. An interesting sentence sequence can be found in Rudolf Hildebrand's diary pages “Thoughts about God, the World and the Self,” which were published after his death, in the chapter where he talks about education and teaching. There he says: “When I visualize how my colleagues at the university talk about the actual questions of world view, then I often want the lecturer to talk upstairs and the audience to sit downstairs in the sense of duty or perhaps also in something else and listen to him, I want a man from the people to come and tug the lecturer's ear a little, but not not too weakly, but so strongly that it hurts, and said to him: You, look me in the face, and look your students in the face, from person to person, and try to accept this empirical fact, and then ask yourself whether you do not speak all that you say only because you are self-absorbed and are not at all aware that you are facing another human being in the social life. Rudolf Hildebrand thinks it would be particularly interesting if the lecturer's wife went along with him and drew his attention to it by also pulling his ear lobe, not too weakly but so hard that it hurt and said: “You, would you really dare to say what you say under the influence of your authority at home in private, and do you think that I would attach any value to it?”

Now, esteemed attendees, I have expressed this not only to convey to you my own judgment, but also the judgment of a person who has worked for decades at a representative university, who has observed and to whom the question at hand has become a real matter of conscience. But what is at stake today, in the present world situation, if we want to educate and have an effect through teaching, is a true knowledge of the human being – a knowledge of the human being that we must demand should inspire us in our treatment of people, and a treatment of people that is thoroughly imbued with love for humanity. For only such knowledge of human nature, permeated by skill in human treatment and permeated by love of humanity, can lead teaching and education in such a way that the coming generations are introduced to the social context of life in the right way.

But, esteemed attendees, that is precisely the difficulty: our present science oscillates at abstract heights, believing that it can grasp reality with its atoms and atomic groupings, while it only rambles about in abstract heights of thought, in abstract concepts. If, therefore, one first forms a concept of soul and then forms a concept of body, without carefully considering the real configuration of the human body and the real essence of the human soul through direct spiritual observation, then one can come to nothing but a logical struggle with this great riddle of life, which must underlie all human knowledge. This is where the subject of spiritual science comes in, not in the sense of the abstract philosophical formulas that are almost the only ones being sought after today, but by to really look at the soul activity of the human being as self-education and self-discipline in the sense of spiritual research, which I have often described here, and likewise the attempt is made to look at the physical, the bodily, in the sense of this spiritual research.

And then, of course, we arrive at concepts, a few of which I would like to characterize today. But from these few I will be able to show how a living knowledge of the human being wells up from such a renewal, from such a refreshing of the human being's life of world-view. We see the human being growing up from birth, when he enters the physical world from the spiritual world. We see something emerging that works its way out of the deepest core of the human being, from week to week, from month to month, from year to year, becoming more and more enigmatic and yet more and more magnificent and meaningful in the outer structure, in the outward physical body of the human being. And we see how significant life events impact this human existence as the person grows up. These life events are usually not sufficiently taken into account by what is now commonly accepted science. I will mention two of these life events first; from a different point of view, I have already characterized them from this point several times.

I would like to mention that around the age of seven, the child's original milk teeth are replaced by permanent teeth. I have already pointed out here that the entire mental constitution of the human being changes at this age. At the same time, it is the age at which we get the child out of the parental home and into primary school. It is the age we have to look at if we want to gain the methodological, didactic and pedagogical starting point for primary school teaching and education. I have pointed out how, in the years up to the change of teeth, the human being is primarily an imitator, how his soul is shaped in such a way that he experiences, out of his instinct, what is going on in his immediate surroundings, how he does not, so to speak, detach himself from his surroundings. The hand movements that the father and mother make, the sounds that the father and mother utter, are imitated by the child because, in a sense, albeit not so visibly, the child is connected to the father and mother and the whole environment in the same way that the mother's arm and father's arm are connected to the body of the mother and father, only to a higher degree. But I do not wish to draw attention to what I have already pointed out here today, but to something else, which in turn is intimately connected with it. What appears to be a change of teeth is, in a sense, the conclusion of a whole organic process; what culminates, so to speak, in the eruption of the second teeth, these are the results of forces that flood the entire human organism in the preceding age. At first we do not need to distinguish between what is spiritual-soul and what is bodily-physical. We see, when we observe the child's facial expressions, when we see the changes in his face from year to year, how the soul works on the body. And we see, so to speak, only deeper into this soul-spiritual work when we see how this soul-spiritual work in the child works organically, how it penetrates the outside world, finally finding a conclusion in the appearance of the second teeth. What exactly is it that is at work here? I can only sketch the matter out, but what I sketch out can be established with all scientific exactitude, down to the smallest details. What exactly is going on in the human being? Observe what happens to the human being in soul and spirit when he undergoes the change of teeth. At the same time, those human perceptions that fluctuate so much that they are no longer remembered in later life become [sharply defined concepts]. Think about how far back you have to go if you want to remember the first clearly defined concepts that you formed in your childhood; at this age, up to the change of teeth, the concepts are still unclear , fluctuating, not sharply defined, not yet so firmly established that they can be woven into the soul-spiritual life in such a way that they can then be retained, that all these memories shape the whole life. This interconnection of the soul-spiritual with sharply defined concepts and ideas, which can be incorporated into memory, begins at the same age at which the teeth change. And if we now investigate what is actually present, it turns out that the same forces that then come to light in our memory, in what we carry within us as the power of thought, the power of our remembering thought, that these forces, which around the seventh year have, as it were, emancipated themselves from the corporeal-physical, have worked in the corporeal-physical until the change of teeth: they were the same forces that drove out the teeth. Thus, until the change of teeth, we are intimately connected with the physicality of the human being with the same forces that then become powers of thought; they work on the formation of the bones that finds its conclusion in the change of teeth.

Dear attendees, we are looking at a very real relationship between soul and body. For in later life we have our sharply contoured concepts of memory, we know what our thinking power is, we look inside ourselves and observe this thinking power, and we say to ourselves: this thinking power has only been working as a free thinking power in us since the seventh year. Before that, it was submerged in our organism and directed the forces that pushed out the second teeth. We have an intimate relationship between the soul and the body; we look concretely at this relationship. We do not speculate about it: what is the relationship between body and soul? We look at the soul and see where we can observe, so to speak, the emergence of free memory images. And we see how these forces have worked in the organism before they were released into memory, how they were organically formative.

You see, this is the progression of the spiritual scientific worldview from the abstract to the concrete, from the merely conceptual, which imagines that it is penetrating into reality, to the truly realistic. This is the advance to the true essence of the human being, for now we know how to answer the question: What takes place in the body of a human being before the age of seven? One cannot describe this in the abstract; one must point to something factual, one must show something that is working in the human being. The same thing is at work that is our remembering thinking power. This is the one example that is intended to characterize the radical change that must come into our scientific way of thinking, into our world view. You can imagine, my dear audience, Because something like this is completely outside the consciousness of so-called educated humanity today, because no one – least of all science – wants to know anything about the concrete state of the soul and spirit and body of the human being, that is why the human being is a stranger to himself, that is why one cannot see into the human being. But how can one found a teaching method, an art of teaching, if one cannot see into the human being?

A second life event to which I would like to draw attention is sexual maturation. And just as much happens from birth to the change of teeth as from the change of teeth to sexual maturation. And if we now look again from the same spiritual-scientific point of view at what works towards sexual maturity and reaches its culmination in sexual maturity, we have to ask ourselves: what exactly is it? Just as the power of thought works in the body and the teeth, if I may express myself trivially, push out, so - as spiritual science shows, I can only sketch it out here - so the will works in man up to the age of fifteen. The will has an organic formative effect. It works in such a way that it governs the conditions of growth, the inner organic conditions. Then this inner organic working of the will comes to a certain conclusion, just as the working of the thoughts does when the teeth change. And that which comes to a conclusion here appears in the outer formation of the human being at sexual maturity. The forces of the will are rooted not in the human being's head but in his entire being. These forces of the will regulate the human being's growth forces up to sexual maturity. Then they accumulate. They have a tendency, as it were, to permeate the formation of the head. These forces of the will also shot in before sexual maturity; they were inwardly and organically active in the whole human being; with sexual maturity they accumulate. They accumulate and find their conclusion in the human vocal organ, which is the most intimate expression of the human will, just as the other forces accumulate in the formation of the teeth. They accumulate below the head – the head, the organ of the actual intellectual human being, is excepted. The forces of will accumulate, and in the male nature this accumulation is even expressed in the transformation of the voice through the larynx, in the female nature somewhat differently. In this lies a release of those forces of will, which are now to engage with the outside world in experience and in life – those forces of will that until then have worked inwardly in the human body as soul and spirit. It is exactly the same as with the powers of thought, which finally brought about the change of teeth and then appeared in their actual form as emancipated powers of thought.

Thus, as spiritual scientists, we look on the one hand at the thinking human being, at the human being with the power of thought, and on the other hand at the human being with the power of will. We are not talking in the abstract about some kind of soul, but we are talking about the soul that we observe. We follow its activity as a thinking soul until the second dentition changes, and then we follow its liberation, its becoming independent of certain internal aspects of the organic process. And we follow the will in the same way. That is to say, we no longer construct theories about the relationship of soul and spirit to the body, but we observe, we approach reality. You see, here a path is taken which, I believe, is suitable for flowing into general human education in a completely different way than the path that once occurred to an honest mind, namely to pluck the lecturer by the ear lobe, but not too weakly.

But now we are dealing with something quite different. It is a matter of not only attaching importance to the results, to the knowledge that is gained in this way, but also to how one should attach importance to how, through spiritual scientific methods, as I have described them in my “Occult Science”, in “How to Know Higher Worlds » or in «A Way to Know Thyself», how by such paths of thinking one comes to know something and truly much more about the healthy and the sick human being, which is simply closed in its depths to science, which today can be called an authoritative one. In a sense, one must train the mind, one must orient the mind in a certain way. The mind must take a different direction than one is accustomed to today. And much more depends on this. After all, the results are just results; they can be more or less important or unimportant, interesting or uninteresting. But what we do by taking the path to such knowledge, what we make of ourselves by educating ourselves in our essence, what we make of ourselves as human beings by preparing the way for such knowledge - that is the essential thing, that is what matters. It always depends on what we make of ourselves as human beings by developing a very specific way of looking at the world from within, in a very specific state of mind. This also enables us to look at life free of all illusions and yet in all its wonderful grandeur.

For example, we see that children are obliged to play in their early years and even in later years. The direction and guidance of play is essentially one of the tasks of a sensible, humane art of education and teaching. The child plays. The person who has now sharpened his view of the world and of human life in such a way as I have just characterized it, notices a great difference between the way one child plays and the way another child plays. To the superficial observer, almost all children play the same. For those who have sharpened their gaze, all children play differently from each other. Each has its own unique way of playing. It is now very strange when one focuses on what play means for a child's age: an activity for the human being in the soul-spiritual, as it is present when the actual thinking is still working within the organic until the teeth change. It is very strange how the child's soul-spiritual, which has not yet taken in the conceptual, moves in free play - in that play whose design is separate from the use and purpose of life, that play where the child follows only what flows from his own soul. On the surface, this appears to be a departure from the principle of imitation, for the way the child engages with the game is something that comes from the freedom of the child's soul – but only on the surface. For the one who watches more closely will see how the child incorporates into the game what he experiences through his environment, through everything that is going on around him. But if you have sharpened your gaze, then you look at this game not just as something interesting that happens in the individual life of a child at a certain time, but you place this game with all its character in the whole human life.

And by observing this, one learns to compare what happens at different ages of human life. Just as one can compare zinc and copper in the inanimate, as one can compare a cockchafer with a sun chafer in the animate, and so on, one can also compare the different ages of human life with each other. And here something most remarkable presents itself. When, with the sharpened eye that characterizes us today, we have gained a real conception of child play, then we must seek, in the various human ages, for something into which the special character of this child play flows. And there, through a very experiential search, we find that, when a person reaches the approximate age of 20 to 28 or 29, he really has to find his place in the world, really has to deal with what the world should give him as experience and guidance for an independent life, and when you look at how the human being engages with life and allows himself to be touched by life, you really do find a metamorphosis at a certain stage, a transformation of the particular character of child's play. Before the change of teeth, the child used to create freely from its soul activity with what did not belong to life, with the doll, with other play materials; it was active in a certain configuration, in a certain structure. If we learn to recognize and understand this and then observe people in their twenties as they engage with the serious side of life, with what is useful and purposeful in life, with what they have to find their way into through experience, you find that now the human being places himself in the usefulness, in the purpose of the world, in what is required by life, with such a character as he first freely showed in the childlike years of life in childlike play. Consider what this means. You want to influence education, and you know: what you observe as a special character trait in a child's play, what you then understand and how you guide the child's play, you do so that it will bear fruit when the person has dealt with the world that should be useful and appropriate for them in their twenties. Imagine the feelings that arise in the soul of the educator when he knows that what he is doing with the child, he is doing for the adult in his twenties. What matters is not what we know as educational principles in abstract forms, what we can muster from intellectual backgrounds in didactic-methodical rules, but what matters is that through such insights, when we see through life in this way, we develop a deep sense of responsibility in our hearts. A true insight into human nature does not only speak to our intellect; it speaks to our feelings, it speaks to our perceptions, it speaks to our whole conception of life. It permeates and interweaves us with a sense of responsibility at the post where we stand. We are not looking for an educational theory that merely says, out of a crazy or a justified cleverness, that one should educate in this or that way, but we are looking for such an educational theory in view of the present situation of man, which - out of knowledge of the human being - puts a sense of responsibility into the educator, a sense of social responsibility towards all of humanity. The art of education arises out of a sense of responsibility, which can only arise in us out of a right foundation of world view.

I am not speaking to you here about a renewal of science for the reason that it particularly interests me or tempts me to tell you that there will be different scientific results and that these different results would form a different world-view basis than the one commonly held today. No, I am speaking to you in this way because I believe that the whole trend, the whole character of world-view and scientific life will change. I say this because I believe that there will be a science, a life of world view, which will penetrate the whole human being, which will permeate the human being through body, soul and spirit, and which is particularly important for all the art of educating, for all the art of teaching, in view of the human being's present situation.

But something else is connected with what stands on the basis of such a new view of the human being. What do we strive for today when we speak of science, of a scientifically based foundation of a world view? We speak of what presents itself to us, for the most part in abstract concepts, and we are satisfied when we can say to ourselves: we must demand what only sharply defined concepts can give us; we must demand such concepts out of our prejudice. — Yes, but what if nature, the world is not such that it can be fitted into the concepts we demand, what if the world forms itself according to completely different forms, what if nature, for example, does not form itself according to what our natural laws are, what if these natural laws of nature only comprise a small part of reality and that the essential aspects of nature are not formed according to abstract laws of nature and ideas, but according to images - then we can discuss the logical justification of sharply defined laws of nature for as long as we like, we will not penetrate into nature, because nature does not lend itself to such laws, because it demands to be grasped in images. In particular, human nature demands that it be grasped in images. And one is led to all that I have outlined today only through a pictorial, through an imaginative way of thinking.

I would like to say: When you look at the human being in such a way that you see how the power of thought rules in his organism until the teeth come out, how willpower rules, how it draws into the larynx and transforms the voice. When one looks at all this, one cannot stop at formulating those abstract laws of nature that are so popular today, but one comes to make the soul active, plastic, by wanting to understand the human being. One comes to not stop at abstract concepts, at abstract ideas, but one comes to images. In other words, one arrives at a point where one can derive the abstract-logical scientific concepts from an artistic understanding of the world, from an aesthetic understanding of the world. One arrives at an understanding of what Goethe spoke so deeply from the foundations of his world view: Art is based on a perception of deeper natural laws that would never be revealed to man without art. Goethe believes that they would never reveal themselves through the abstract laws of nature, but only through the contemplation of nature in pictorial forms. In this way, one moves from a logical-abstract contemplation, from a mechanistic contemplation of external nature to an artistic comprehension, and such artistic comprehension gives our whole personality a different spiritual suppleness than abstract concepts.

And now let us imagine the person who has risen from scientific knowledge of man to an artistic understanding of the world and man; let us imagine this person flooded, permeated with this artistic-pictorial view of man and then practicing the art of education and teaching. In this way, life passes directly from the teacher to the life of the developing human being; it is not a philistine-abstract educational science that is at work here, but a living art of education, that which can take place in the most beautiful way as a social element between human being and human being. Finally, from a deeper basis of knowledge, what Schiller tried to express in his letters 'On the Aesthetic Education of Man' is fulfilled, based on more humanistic feelings. There it is actually made clear that man, in true knowledge, also maintains a state of equilibrium between the merely abstract necessity of reason and the merely sensual natural instinct; it is made clear that man stands between these instincts and that he works out of an attitude that asserts itself in the same way as the attitude in artistic creation or in artistic contemplation. It asserts itself in such a way that it presents that which we pursue as spirit, at the same time as something sensual; it brings about that which presents itself as something sensual, at the same time as something spiritual.

It is with this in mind that we begin to educate and teach at the Waldorf school. We no longer give the developing human being something that is prescribed to us; as educators and teachers, we devote ourselves entirely to the developing human being, and we educate people who can then engage fully in life. I have only mentioned a few examples. Just as we can give the child the best possible start in finding his way into life in his twenties by directing the game, we can observe other things in the developing human being on which we can base our education in order to give him the best for his later life. We can establish a form of teaching and education that takes into account the whole human being and the whole of human life. It may be said that the gravity of the present world situation demands that we take a look into the depths of that from which things can improve, from which the suffering and hardship of the present can be overcome. But this cannot be done with superficial means, it can only be done with deeper means. Only in this way will we educate people who will have what they need in the most eminent sense, because that is precisely what people lack in the current world situation.

If we look at people as they are today, if we look at what is coming to the surface of life, what even wants to direct life, at what is being lived out in public life, as it has have taken shape again — we see everywhere that two things are lacking in people today, which one would only wish for them in the most intense degree: what is lacking to a great extent in people today is what might be called self-confidence, but also what might be called trust in humanity. Consider, honored attendees, why people today so rarely turn inward to energetically place themselves in that social life of the present that so urgently needs energy. We find: People lack self-confidence. But self-confidence is only justified and can only exist when it is supported by trust in others. Just as the north and south poles belong together and cannot exist without each other, so self-confidence cannot exist without trust in other people. No educational science, no teaching science, will ever bring into people what self-confidence, what trust in humanity is, if it is not born out of such love for humanity, which comes from the knowledge of humanity, as I have characterized it today. For that is what one experiences, ladies and gentlemen.

When one gets to know the human being, as I have characterized it, when one learns to recognize how the soul and spiritual aspects work in the human organism, how the different ages of the human being interact - as I have illustrated with the example of the effect of a child's play on the age of twenty - when one gets to know the spiritual, soul and physical being of the human being so intimately Then one cannot but educate one's self in true human love at the same time, for one power of the soul is connected with another power of the soul, just as in the blossom of a plant the stamens are connected with the pistil; if the stamens are perfect, they require a perfect pistil. Thus true knowledge, arising out of love for one's fellow-men, does not develop into that abstractness which is so often and justly despised today, but into that which, on the other hand, also draws forth true love for one's fellow-men.

And what prevails in education, in teaching, out of such knowledge of the human being, out of such love for the human being, what pedagogy and didactics can create as a curriculum and timetable out of such knowledge of the human being, we have tried to do here in the Waldorf School, as far as this is already possible today. The effect of this, ladies and gentlemen, is that love for other people dawns in the child. The trust in humanity that is kindled in the child through the power that is born in us from real knowledge of the human being, which comes from the artistic understanding of the natural human being, that is what forms in us the power to ignite in the child lasting, inexhaustible self-confidence. And two other qualities that humanity so sorely lacks today and that can only be handed down to the human spirit through such an art of education are, on the one hand, composure and, on the other, a willingness and eagerness to act. These things are not clearly thought about today, quite, quite unclear, because one does not think from reality, namely from social reality.

I have already mentioned the amiable scholar Rudolf Hildebrand in very laudatory terms. So you will not believe that I want to misjudge this man. But he too was a person who – although he was sometimes driven by his instincts to make the kind of observations I have mentioned – was a person who was steeped in all the prejudices that have brought us the present misfortune. And so he also wrote a remarkable sentence in his diary pages, the sentence: “Compare a gawker who stands in front of a target to be shot at with a marksman who aims at the target. The gawker can hit the target with his gaze; he hits it every time. The marksman must first learn to hit the target; only then does he actually hit it.” Thus, according to Hildebrand, there is a difference between someone who is a mere onlooker of life, that is, someone who looks at life philosophically or scientifically or mystically or theosophically or in some other way, and someone who actively participates in life.

There is much that is correct in such a sentence, but nevertheless, there is also much that is one-sided. For let us not think of the example of Hildebrand, but of a “life gawker”, of someone who has only looked at life, for example, of Leibniz, who discovered differential and integral calculus. Let us imagine how this “gazer at life”, who discovered differential and integral calculus, has now become the cause of everything that is done in technology today through differential and integral calculus, of everything that is done in life today by the “shooter”, by the person who shoots. If you look at the person in such an unsocial isolation, you can aptly see the parallel between the onlooker and the marksman, each aiming at the target. But if one regards life in its social breadth, then one must say to oneself: If the one who is the life-gazer, out of his life-gazing, has a fruitful thought that leads to countless deeds, then, with regard to the interaction of people, with regard to social life, perhaps the life-gazer is the more active than the one compared to the archer.

The point is that we have gradually come to observe life one isolated act at a time, and now lack the ability to see the big social picture. To point this out, we need to be level-headed and reflect. Today, it is often the case that people avoid this reflection, this introspection, this “gazing” at life because they are too lazy to turn their thoughts and ideas into action, because they do not want to engage with the real conditions of life, because even when adversity comes knocking at the door, when it extends to the mouth, when the adversity is infinitely great, they are fatalists and say: tomorrow it will get better from some corner or another. We need prudence, life in action-thoughts. And on the other hand, we need a new willingness to act; this will follow from such thoughts in people, in whom we can ignite the human element from the love that we gain from true knowledge of spirit, soul and body - as the basis of a future world view, as we have described it today. And what is best, what education and training can give us in the face of the current world situation, is that we gain an open and free sense of life when the human is unlocked by such knowledge of the human being as is meant here. We are experiencing in our time that people misunderstand life in a strange way. They imagine themselves to be spirits of reality, but when it comes to reality, they are truly quite, quite far from this reality. Here is an example.

You see, a certain judgment was once passed in the course of the 19th century. Please read the parliamentary reports, read the best speeches of the best minds, read from newspaper reports what the most esteemed practitioners have said. You can always find in the parliamentary reports, in the speeches of the best economists, of the best practitioners, how they have passed a certain judgment that has become of the utmost importance for the development of modern times in political, governmental and economic terms. For example, there was a time when certain states introduced the gold standard. Read what was said about it. The best practitioners, the most experienced economists, predicted that the gold standard would lead to the abolition of customs barriers; that the gold standard would bring about free world trade. And if we look at what these practitioners of life, these businessmen, these industrialists, these parliamentarians said, who had emerged from an understanding that was typical of the 19th century, we find – I do not want to mock, I just want to speak the truth – we find that they said something very clever; but reality turned out quite differently. They said: tariff borders, protective tariffs, all of this will be done away with when the gold standard is introduced. The opposite has happened. After the introduction of the gold standard, tariff borders and protective tariffs have been erected everywhere. So, the opposite of what the cleverest people said has happened. I say explicitly the cleverest people; I am far from saying that the people who so radically failed to grasp reality were fools; they were the opposite of fools. They said the smartest things based on their education, but no one can arrive at the truth when the truth is not predetermined by anything, when the circumstances around us are such that one cannot see through reality even with the sharpest mind. That is why the smartest people talk nonsense in such a field. This is because the economic conditions, in their interconnection with the state and political conditions, were so tangled up that no matter how clever one was, one could not see through them; one said nonsense as a matter of course because one could not learn anything from reality. One could not shape reality in advance so that one could learn from it.

What we call the idea of the threefold social order is that economic life, spiritual life and political life should each stand on their own ground, and that these three spheres of life should stand as three interlocking and interacting parts of the whole social organism. It is demanded that the individual economic spheres, whether they be spheres of production or consumption or professions or the like, develop in the way that they must, uninfluenced by state or other organizations, from the foundations of the economy itself. It is required that they develop so independently from the expertise and knowledge of those working in them that one organization, which under such conditions can only have a certain size, then joins another, a third, a fourth, in a certain way; depending on how such associations develop, they will associate with each other again. In this way a network of economic associations will arise. Those who are part of one association will know: in the other association, with which I am involved in trade, in the exchange of goods, the other person whom I know is part of it; one can see the relationships of the two associations. The mutual relationship is regulated by contract. In this way one can concretely see into what the economic realm is. Through the associative principle, overall relationships are created; life is shaped in such a way that we can learn from it. The present situation demands that the unmanageable nature of economic life be replaced by the associative principle, by something transparent, the essence of which you can read about in my book 'The Core of the Social Question' and especially in our newspaper 'Dreigliederung des sozialen Organismus', which has now appeared in fifty numbers.

You cannot learn from that which is opaque. Life should be shaped in such a way that, when we are placed in life in the right way, we can learn from that life. People who have been educated in such a way that this education is based on genuine, true knowledge of the human being, from which, as if according to natural law, love for humanity will follow — such people will feel how economic life, in its independence, wants to shape itself associatively. For such people will have learned in their childhood in such a way that this learning was such a school for them that they can now learn from life all the time. But that is the greatest experiential science of the school, that we emerge from it in such a way that life always remains a great continuing school for us. In this way, we are guaranteed throughout our lives: we continue to develop, we do not stand still, we carry the world forward. Until the end of our lives, until we pass through the gate of death into the spiritual world, we can live here in such a way that we expand our soul-spiritual, that we make our physical life more skillful, that we can regard all of life as a school. The present situation in life demands this. And what it demands here can best be expressed by saying: Everything that must come out of such a renewal of the foundations of world view, as it is meant here from spiritual-scientific foundations, must lead to the emergence of an art of education, a teaching art which, out of true, genuine knowledge of the human being, gives birth to that love of humanity which educates such human beings that are released from the school of childhood into the school of life in the right way, for it is only through this learning in the school of life that the right work on the social plane will be possible.

I will then talk about this in the next week's lecture on “Questions of the Soul and Questions of Life”, a lecture for our time. Today I just wanted to show that, when it comes to education and teaching in the present day, we are indeed obliged to say, in view of all the pressing issues of the day, that we must adhere to the principle: base education and teaching on that which, based on a deeper world view, is the foundation of education and teaching. For in this way you create the true, the genuine, the firm foundation for a solution to those social and human questions that have now become so pressing in all of human life.