Lectures on Christian Religious Work II

GA 343 — 4 October 1921, Dornach

Sixteenth Lecture

My dear friends! Yesterday I tried to lead up to the consciousness of the present time by means of a kind of historical consideration, which, however, was intended to have a spiritual-Christian content. The reflections that will now follow in this direction can be inserted into what we still have to discuss. I wanted to get that far yesterday so that today I could speak of something very specific that relates to contemporary consciousness. But I must first make a necessary preliminary remark.

You see, what the anthroposophical movement, as far as I consider it my duty to represent it, can do is never anything other than to bring into the world what is already clearly recognizable as a demand of the world, that is, what is in some sense demanded from some quarter or other; after all, the demand does not always have to consist of clearly articulated words. But it must be regarded as something that I consider necessary for the anthroposophical movement, that it does not in any way appear in the sense that one calls agitatorisch. Today, of course, all words are misunderstood, and so, if one wants to misunderstand – if one wants to cast an evil eye in the sense of yesterday's very grateful lecture [by Pastor Geyer] – one can define what is happening from the anthroposophical side as agitational. On the other hand, it can be said quite honestly and truthfully that I myself do not engage in any agitation. Giving public lectures cannot be agitation, because it is a matter of the sense in which one gives them and to what extent one can take them from the whole configuration of contemporary spiritual life to the best of one's knowledge; it is a matter of them being demanded by the times themselves. Anyone can go away after a public lecture and say, “I want nothing to do with that.” Well, in this sense, everything is held. Therefore, when I speak of the things I will speak of today, I ask you to bear in mind that these things are held in such a way that they have been directly demanded by the circumstances.

I had to say this in advance because I now want to discuss the following. When we founded the Waldorf School in Stuttgart, the intention was that the Waldorf School should absolutely not be a school of world view, but rather that it should be a school in which the teaching of what could come from anthroposophy, the institution was made so that the actual religious, in this sense the world view, was transferred to the pastors of the respective denominations. So the religious instruction of the Roman Catholic children was entrusted to the Roman Catholic chaplain, and the religious instruction of the Protestant children to the Protestant chaplains, who were mainly concerned that as many as possible should attend, so that the individual had to do as little as possible. Incidentally, we also had this experience with Catholic pastors; it took us a long time to find someone who had the courage to enter this “den of iniquity.” So this is the principle of assigning the pastoral care to the pastoral workers concerned. Of course, the children of dissidents and their parents should also be allowed to receive religious instruction in their own way; and it soon became apparent that a not inconsiderable number of them wanted religious instruction, which now flows entirely from the anthroposophical movement, to be given specifically to the children of dissidents. You have to bear in mind that this is in fact already a considerable step forward in terms of religious sentiment, because the Waldorf School was initially founded for the children of the workers at the Waldorf-Astoria cigarette factory, so in the vast majority of cases for children of proletarian-Social Democratic parents, and it was the dissident sentiment that was actually predominantly represented. If these children had been sent to a regular school, they would not have taken part in any religious instruction at all; they would not have been forced to do so – after all, coercion would actually have contradicted the religious belief. In our case, religious instruction was specifically requested for these children, so the religious need arose out of complete freedom. In my opinion, this represents progress in religious belief. We were forced, as it were, to set up religious instruction in the sense of the anthroposophical worldview, and I sought to do so in such a way that it was actually separated in principle from the management of the school, which was to remain absolutely neutral on these matters and consider it only its task to work in an educational and didactic way. I consider it an important matter of principle that the school management and everything that flows into the school management has nothing to do with this religious education, so that the representatives of this religious education are placed in the school in the same way as the Roman Catholic and the various Protestant religion teachers. There were no Old Catholics, otherwise they would have been taken care of.

Thus Anthroposophical religious education, as it was often called – I myself don't think much of names – was inaugurated and began in the way that Anthroposophy believes it should be taught, namely by placing it as much as possible in life, and so that, in a sense, knowledge of the Bible and especially knowledge of the Gospels emerges as the crowning glory of all religious education. Now, I say that the Gospel is considered the crowning glory, so that this religious education, in which all kinds of children are mixed together, that is, children who have grown out of Catholic, Protestant or Jewish backgrounds, is definitely given in a Christian sense, and this is of course connected with the fact that the whole of the Waldorf School has an absolutely Christian character in terms of its imponderables. Those who have a feeling for such things would notice this very quickly if they were to enter a Waldorf school.

What then became necessary – not on our part, because we want to accommodate, not agitate – was seen very quickly: the children who receive our anthroposophical religious education need what has become a Sunday act. At first there was a very lively desire to have such a Sunday event, that is, to gather the children who receive anthroposophical religious education for a kind of ceremony on Sunday. And for reasons connected with the whole basic attitude of the Waldorf School towards the public, which is not very favorable to us, we have to carry out this Sunday ceremony in front of the children in the presence of the parents, or, if they are foster parents, we say, in the case of children who are educated in Stuttgart but whose parents are far away from Stuttgart, in the presence of the foster parents who are present in Stuttgart. Those who have no business being there, who want to go to this Sunday event for the sake of mere sensation, will not be admitted, but those who are responsible for the children will be allowed to attend the Sunday event with the children.

Now it was a matter of finding a ritual for this Sunday activity. I will discuss this ritual with you a little now and would like to make the following comment: In the next few days, I will have a lot to say about the ritual itself, about devices and the like, but we are definitely in the process of becoming, so that these things, which will also come into consideration for us, are even less likely to be considered in the Waldorf school. So it is important that you see the matter as an evolving one, that you see it in such a way that only that which can be imbued with full life can be done at first. But I believe that we will be able to communicate well precisely because you will receive a report not about something lifeless, but about something alive, and we will then be able to move up all the more easily to what – if I may use a prosaic expression – has to be planned in terms of ritual, ceremony, sacrament, worship and so on. In the whole cult, for example, the garment of the celebrant is not a trivial matter, but something important; but I will speak about that later.

Please do not misunderstand the expression. When a ritual is conceived, it is really not a matter of intellectually constructing something in the ritual, but rather that this ritual is conceived from the spiritual world. The problem with the ritual is that there is still an extraordinary difficulty at present; if you look at it realistically, the difficulty is that if you were to go about it radically, communion would be necessary for such a Sunday action. Now, given the circumstances, it is not possible to go to communion for the children of the Waldorf School in such a ritual today; it cannot be done. Therefore, it was necessary to emphasize that which is to be carried out in the communion later, and to handle it more spiritually. You will see that with the gradual introduction of rituals, you will have to go from the word, I would say, from the word that potentially contains the action, to the actual execution of the action. This will be a path that you will simply have to go through. You will not be able to come straight out with it, but you will have to go through the path from the action suggested by the word, whereby you must be aware that this is a beginning to the fully completed action.

But a ritual must never be composed merely intellectually; it must live in the living world process. For this, my dear friends, one thing is necessary: It is absolutely necessary to pay strict attention to the requirements of a ritual. My dear friends, when we speak from person to person, we must be clear about the fact that our speech must always be based on the only thing that lies solely in the convincing power of the content of our speech. If we understand the present time correctly in a religious sense, we must realize that we have no other work to do through the speech we address to people or to a gathering of people than that which can flow from the speaker out of his own conviction and the power of his own personality. Speeches that contain a moment of suggestion – as we use the word in Central Europe, not as it is used in Western Europe – would be absolutely reprehensible in the context of today's world, because we have come to the point in the development of humanity that, when we can use the word in a free way, we must put into the word that which is our own personal free conviction. If spiritual life is to be taken in full reality, nothing that is suggestive may be imposed on this personal free conviction, but one must behave in such a way that the consent of the other person comes out of complete freedom. This is the prerequisite for every future religious or spiritual-scientific or other work. If anyone were to misuse speech for magic, then this would be in the most extreme sense irreligious, even ungodly, in the strict sense that Anthroposophy must understand it, it would be a sin against the Holy Spirit, and this is what Anthroposophy must represent. For the speech may only be imbued with that sanctification which may be called sanctification through the Holy Spirit, and must observe in man absolutely the principle of directly and completely free conviction, which could not have existed in the evolution of mankind before the Mystery of Golgotha, because the word would have been repulsed by the human being altogether if the word had only had the power that it alone may have had today. At that time it had to work suggestively because the human organization was designed for it. That is why there also had to be chosen leaders, as I said yesterday, and it was also allowed at that time to work through the word in a sense that only happens in the spirit, by becoming aware, one spoke in the spirit, not out of one's own power, but out of the power of the God living in one, the Nous or the Logos. One must realize that this is impossible today, and that today one may only speak out of the Holy Spirit; but that is the word to which alone the free conviction of the one who hears the word answers. Therefore, all instruction today must be given under the sign of the Holy Spirit. We must be very clear about the fact that everything that flows from words into action can only be carried out in the Christian sense if the person carrying it out has the Paul consciousness: Not I, but the Christ in me! — Nothing in an act that is carried out in this way may be done without the consciousness that the act is performed as an inward divine commandment, as that which is performed in the spirit of the Christ-commandment itself.

We must realize that we are only the instrument through which the Christ can speak to people. This is especially difficult with children, because what I have explained applies to a limited extent to children only, and not to fully developed, mature people. Therefore, we must also make a distinction in what we do towards the person who is already considered worthy of the sacrament of the altar and towards the one we consider still too childlike to receive the sacrament of the altar. What I have now discussed must be evident in every action. Without this underlying principle, the action would be absolutely impossible.

The task is to find the Sunday activity from this point of view, and I ask that, as I describe it to you, you consider it only from this point of view. In doing so, we must today still leave out some things in the discussion that have a future value, but which we do not yet need to get into today. Of course, in the future we would actually need not only the spoken word, but also what in the older sense was also part of the cult: the recitative. But this is something that cannot be done today either, because recitative would still have too suggestive an effect on people today; we would make them unfree. Therefore, the ceremonies must not be performed in any other way than as initial ceremonies, initial cults, which I will now talk to you about.

The Sunday ritual is performed in such a way that the children are to gather in front of the entrance door to the room where the Sunday ritual is performed. There is someone standing at the door who first has to make the child aware that he or she must enter this room in a very special mood. Therefore, as the child enters the room, he or she is taken by the hand and told:

You know you are going to the act that
is to uplift your soul to the spirit of the world.

I will begin by telling you. I will speak later about how the matter can be carried out in a completely Christian sense, not in an anthroposophical sense, which must shape the matter differently, but which shapes it in such a way that it is led to the Christian. I would like to point out that what is being explained here is being done precisely because an anthroposophical religious education has been requested, which can only emerge from what anthroposophy already is and is allowed to be.

So the child is received with the words, by being greeted with the touch of the hand:

You know you are going to the act that
is to uplift your soul to the spirit of the world.

Then the child enters the room, which is relatively extraordinarily simple at first. It has a kind of altar at one wall, with seven candles on it. We shall have more to say about these seven candles in this context. Above the altar there must be a picture of Christ. Since I have not yet been able to get hold of a better one, the Stuttgart Waldorf School uses the one painted by Leonardo da Vinci as the image of the youthful Christ. But that is still an imperfection, but one can only do what is possible under the real circumstances.

Now the person who is facing the altar, with his back to the children as they enter, turns around and faces the children. He now speaks words to the children that are thoroughly ritualistic, in which the formulation of the sentences is such that the sequence of words moves in an element where the person cannot say that he speaks, but rather that he expresses what the Christ has to say within him. So the person says:

We now raise our thoughts and feelings to the spirit,
To the spirit that lives and works
In stone, plants and animals;
That lives and works in human thoughts and deeds, That works in everything that works,
That lives in everything that lives,
He who leads the living into death, so that it may live anew,
He who leads the dead into the living, so that it may behold the spirit.

Every word has been weighed, not only so that it stands as a word, but also so that each word stands in its right place and in the right relationship to the other words. After the one who is speaking has spoken this, he turns to the Christ-Image and speaks with arms raised to the Christ-Image the following words:

He who works as a spirit in the universe took on body in him.
Christ died.
He came to life in the being of human beings
Who gave him a home in their hearts.
Let our heart turn to him too.
Let it be imbued with his power
So that he may work in it
So that he may permeate
our thinking, feeling and willing.

So this is the direction towards the Christ-spirit of the world. Now the person who is doing the work speaks, turning to the children and with hands that bless. The gesture for blessing consists of taking two fingers together and spreading the hands out in this way. [The gesture is demonstrated.] Now the point is that the moment has come when Communion should be administered or something similar. So it is the case that the officiant turns to the children. After saying the words that I have expressed, the person turns to the children and speaks, preparing them, as it were, for what is to be said as a substitute for receiving Communion:

My dear ones! We learn to understand the world.
We learn to work in the world.
Love among people revives all human endeavor
Without love, being human becomes bleak and empty.
Christ is the teacher of human love.

The person who is acting speaks to the children about the relationship between Christ and them. This is followed by the common prayer, which is spoken in unison:

We lift up all our feeling and thinking to the Spirit of God.
We honor the Spirit of God. We love the Spirit of God.
We will remember the Spirit of God
When we are alone,
And also when we are with people.
Then He will be with us.

You must pay attention to all the details. In particular, you must pay attention to the fact that this turning to the Spirit of God is required “when we are alone and also when we are with people”.

Now follows what must first be introduced as a kind of surrogate for Communion, which can take on different forms, insofar as it can be given to children or an indicative substitute for it can be given to them. We cannot do more than the officiant approaches each individual child and speaks, laying his hand on the child's head or extending his hand – so it is spoken to each individual child, going through the whole row [of children]; before, it was only spoken to them as a group:

The spirit of God will be with you if you seek it.

The child answers:

I will seek it.

So you don't have to take this as a lecture, but as a ceremony.

Now the officiant returns to the altar and, with hands blessing, says:

I call upon the spirit of God
to be with you when you seek it.

After this, the Gospel chapter is read, which must be read in the correct manner at the appropriate time. We will have more to say about the distribution of the Gospel chapters throughout the year. Then the children sing a hymn that is relevant to the whole service, and finally the officiant says:

Dear children! I now dismiss you, But keep in good thoughts What you have heard, felt and thought here.

Then appropriate music follows. The children then leave the hall after the officiant has stepped back from the image of Christ.

The person performing the act can prepare himself by saying to himself before the act:

Through Your power, O Spirit of God,
I shall direct to You
the souls entrusted to me.
Let Your light illuminate the sphere of my thinking,
Your warmth of life permeates the center of my feeling, Your soul power permeates the radiant body of my will, Be in the service I want to do for you.

With these words, which he speaks to himself in thought, the doer prepares himself before the children are admitted.

I would like to make it clear that you should understand this as a ritual; you should not interpret it as a teaching instruction. This is counteracted by the fact that religious instruction is given in the corresponding religious education lessons. There is teaching, there is no cult.

The ritual that is performed, my dear friends, works, if it is performed in the right way and with the right attitude, precisely not as teaching for humanity. This must be borne in mind. And only in this way will you be able to understand how carefully the whole matter at hand is being handled. It can only be handled in such a way that the whole spirit of the matter is only gradually advanced, and we are actually coming to the development of the matter very slowly, because we can only respond, so to speak, to the signs of the times that we seek to understand.

Now, of course, it is important that the special times of the year also be made known to the child in the way he or she must be Christian, likewise through ritual. And so I would like to give you as an example the Christmas ritual first – we will talk about others later – which is added as a special one to the Sunday rituals, or would be performed on a Sunday if the birthday of Christ Jesus fell on a Sunday. So it is for the time being. I cannot say how things will turn out in the further development. So it is for the time being, according to our ability.

This Christmas action occurs in the same way as the Sunday actions. When the children have gathered, the person performing the action turns to them and says:

Dear children, We live in the beginning of winter.
Our eyes see little of the outer sun.
It appears late and disappears early.
But within, our soul's eye beholds
In winter's cold and winter's darkness:
The bright shining spiritual sun of Christ,
Which has appeared through Jesus to humanity
From divine realms. In the humble soul of the shepherd
Was heard the word of heaven:
God's spirit reveals itself in heights,
And he brings peace to the people of the earth,
In whose hearts dwells good will.
And the shepherds were led
By the lofty word of heaven,
And they sought the Spirit of God
After the proclamation on earth.
At the place of poverty they found
The child Jesus, who then became
The Christ. It was the first Christmas in the world
When the humble shepherds
With a praying heart kneeled
At the poverty site before Jesus, the infant,
Through the light of the spirit
He appeared to the people of the earth. Through the Christ
Who is the spirit sun, we will find
The way to spiritual heights,
And so become
First true people.
So the humble shepherds thought
In their intuitive souls,
When they saw the light,
That shone from the child's eyes
In the first Christmas of the world. And as if they saw the light
The humble shepherds
There was a new beginning of the world:
The Christmas of mankind began.
And it can be light ever since
In the hearts of men,
Who learn to love
To say: behold, it is the Christ
Through whom the soul finds
The way into the spirit's
Sunshine-bright kingdom. And it will remain bright
In the hearts of men,
Who lovingly feel
In their deepest innermost being
The light that shines there
On the way to the Christ
Sunshine-bright kingdom. In the hearts of men
The dark night of winter
Becomes a bright spiritual day
When the soul consecrates itself
To the light that shines through Jesus
In earthly life.

The person carrying out the action goes to each child as usual and speaks to them:

Raise your thoughts and feelings
to the Christ-Spirit.

Then, after going back to the front of the line, he speaks to the children:

You shall raise your thoughts and feelings
to the Christ-Spirit,
He is the light
That shines in the hearts of men
So that they may find
The way to the Kingdom of God.

Now a piece of music suitable for Christmas should be played, and then the person carrying out the action continues:

Through the power of the Spirit's salvation,
In the consecration of the world,
Soul light awakens,
Human strength awakens,
Courage of the heart awakens,
After it once awakened
From times of Christmas
To eternal healing power. Man fulfills himself
With true soul meaning,
When at Christmas time
He turns within
In strong thinking
In heartfelt feeling
To the power of Christ
Man strengthens himself
Through true spiritual power
When at Christmas time
He turns within
In bright thinking
In warm feeling
To the light of Christ. Dear children:
Hold all this in your hearts,
and bring it from the holy Christmas season
into the life of the whole year.

This can, of course, be followed, in the sense that we will have to discuss it later, by a reading from the corresponding gospel.

Since we have accepted children of all age groups into the Waldorf School, we were soon obliged to also celebrate a youth festival with the children who had completed elementary school and were about to go out into life. This youth festival will be the basis for a confirmation or confirmation ritual. The text for this youth festival is the following: Upon entering, which is done in the same way as usual, the child is said, each one individually, for each one is admitted separately:

Consider the importance of this moment in your life.

Now the children are admitted, the person performing the act turns to the children and says:

Dear children, remember the importance of this moment in your life. You are entering a new age. You are rising from childhood to youth. Your teachers have guided you. Their concern was that the Spirit of God shine in your thinking
be powerful in your feeling
be effective in your will. Your teachers wanted to show you the Christ who died so that human souls could live, so that He might be: the light in your soul
the guide on your path through life
the giver of the joys of existence
the comforter in the suffering of existence.

The man turns around and raises his arms, as I showed earlier, to the image of Christ, and says:

You light of souls
You guide on our paths of life
You giver of the joys of existence
You comforter in the suffering of existence
I spoke to you with beseeching words, imploring light for these children's thoughts, longing for strength for these children's feelings, seeking the blessing of action for these children's will. So send your light, bestow your strength, let your blessings flow in this hour
upon those who were entrusted to us
and whom we now hand over to life
so that they may
think through your light
feel through your strength
work through your blessing
in all their earthly lives
until in the moment of death
you lead them into the existence of the soul.
For you have spoken:

Now follows the reading of the high-priestly prayer from the Gospel of John. The person conducting the service then goes to each individual child, takes them by the hand and speaks to them:

Through the spirit of Christ
Who conquered death
So that the soul of man
Was saved in life
You were led
Here in this school for children:
So may the spirit of Christ guide
Your life forces
Your soul powers
Your spiritual goals
Through the great school of life.

The person who is doing this returns to his or her place and speaks about Easter in a speech that has something like the following content – here he is given complete freedom, and what I will now read as a speech to the children is to be understood only as an appeal:

Dear Children, It was in spring, when the earth finds new life in its plants, that Christ went through death on Golgotha. He died. But he overcame death. As victor over death, he lives with people: he lives in people who seek him, seek him with all their thinking, feeling and willing. And every time spring brings the high Easter festival, then man, when he sees the new life of the earth, should remember death and the resurrection of Christ.

— The youth celebration is intended for Easter. —

Dear Children, each year at this Easter time, remember the feast we celebrate with you today and celebrate it anew each year, so that the thought of the death, resurrection and indwelling of Christ in the souls of those who seek him may be revived in you.

Then a hymn follows, as in the Sunday celebrations, prepared in the appropriate way for this festival. Finally, the following is spoken again:

Dear children, every Sunday I have
released you, asking you to remember
what you have experienced here;
now I dismiss you
with a sorrowful soul
into life.
The Spirit of Christ be with you
Seek Him
and you shall find Him:
As your light
As your strength
As your guide
As your comforter.

Each child is dismissed individually, taken by the hand and spoken to:

Remember the importance of this moment in your life. Never forget it, not in joy, not in sorrow.

Then the child is dismissed, at first from the action. The rest would be instruction, would no longer belong to the actual ritual.

I have given you here some examples of how this must be grasped in a living way in religious life, how it can flow into a cult that is now also sought in a completely living way out of that which can be a renewed religious life. Everything, my dear friends, is imperfect in the beginning, and of course many, many objections can be raised against any beginning. Accept this as a beginning, and know that where there is a sincere desire for such a beginning, the strength to improve what can be given in such a beginning will also be found. I believe, my dear friends, that it is not a matter of stifling such a child in its beginning, but rather of working on what is wanted. Of course, where the living and not the dogmatic is desired, every objection can only be welcome. But it should be clear to you from this example that, wherever the living is sought, the cultic must be sought. I have already been able to draw your attention to the prayerful character of what the person performing the action can have as a preparatory prayer. In a similar way, we begin each teaching morning, of course in a correspondingly simple way. This, of course, goes beyond the principle if the principle is only grasped in a completely abstract way. If the principle were grasped in a completely abstract way, we would not be allowed to place anything at the beginning of the teaching morning at all, but would have to start [with the teaching] straight away. But that would be quite impossible, because after all, all teaching must have a mood to it, and ultimately the Christian mood cannot be something that hovers above everything as an abstraction, but must be incorporated into every detail. There can be no principle in the life of the world, only that which changes in life. This should not be seen as an inconsistency, but as a requirement of life itself.

But you also see that, in accordance with what can only be use today, we must remain with the word as much as possible, and only the word itself can be transformed into action, because action is already inherent in the word, especially when the word occurs in the context of life itself. It is absolutely the case that in such a youth celebration, not only is something discussed, but something happens, something happens to the souls, not with, but to the souls of the children.

Just compare this, my dear friends, with how strong the belief was that the main thing had to be put into the teaching material that was being taught. Basically, this is still the case today in all religious denominations and in all forms of religion; too much emphasis is placed on the teaching material as such, on its dogmatic or other content. One must gradually come out of the merely human word and, by detour, by being aware that one draws the word from the spiritual worlds for the ceremony, penetrate to the immersion of the whole ceremonial in an atmosphere where acts of worship can take place without sacrificial acts.

But in the course of time, another problem arose: the children of the dissidents also wanted to be baptized. Until now, of course, I could only help myself, at least in the main, by teaching our friends who are priests and who were also imbued with the idea of breathing new life into their profession a baptismal ritual that could only be in keeping with the spirit of the times. But, my dear friends, before I proceed to this baptismal ritual tomorrow, I must make a few remarks, without which this baptismal ritual could not be understood. You see, a baptismal ritual would be impossible to create if one did not inspire one's understanding of the world and of God through that which in earlier times, when such things still lived atavistically, flowed into a ritual at all. I have pointed out to you times when no alchemical operation (that is, in those days, chemical operation) was carried out without the alchemist (that is, in our language, the chemist) having the Book of the Gospels in front of him in his alchemical laboratory. People at that time said that one would not have considered oneself authorized to carry out an alchemical process in the true sense of the word with the right attitude without the Gospel. You must always bear in mind how far a modern chemist is from such a thing, and how a modern chemist would fare if he were expected not to act with his retorts and his heating apparatus and with all that he does if he did not have the gospel book at his laboratory table. One must penetrate something like this if one seriously wants to see through what it is all about. One must also understand the concern that was present precisely in those who had the good eye in the times when modern science was emerging and one could see that, abandoned by the Spirit of God, actions were being carried out in accordance with the external laws of nature and external natural forces. One must put oneself in the shoes of such people, who were seized by a terrible fear when they heard that Agrippa von Nettesheim or his teacher, the Sponheimer, were performing something that had to do with new powers. They were extremely concerned that this should not have anything to do with divine powers. And so one must put oneself in the frame of mind that consecrating religious services, performing ceremonies, celebrating was nothing other than the highest stage of that which one also performed in alchemy. Therefore, one must really be imbued with the realization that not only external signs were present in those things that were used in a cultic act, but that the view that was held at that time of the substantial that served one in a cultic act was present. It was not, as would be the case today, decided to devise this or that symbol for this or that, whereby human arbitrariness plays an enormous role and with which one actually has to struggle continuously today. Isn't it true that in all these things it really depends on the how. And so it is just as necessary that in order to understand rituals it is also recognized that there is nothing arbitrary in the ritual, but a deeper knowledge of the substantiality of the world than can be admitted at present in science at all.

You see, a few years ago, for example, I read in a book written with good intentions that dealt with the history of alchemy how an alchemist's recipe from around the time of Basilius Valentinus's work was cited. The recipe was presented as it could be described from the works of Basilius Valentinus, which are largely forgeries. Then the excellent chemist who had to judge it wrote his verdict and said: This is complete nonsense, it is all nonsense; today's chemist cannot imagine what it means, it is complete nonsense. — Not a single word that the historian wrote down is wrong. The man could only not imagine anything because the recipe combined words that had to be learned in their terminological meaning, of which one would first have to know how they were used. There was talk of processes that are again expressed according to the words today, of dissolution, of heating and so on. Yes, if one reads the word “loosening” as today's chemists do, it is nonsense. If you read the word 'gold' as today's chemist does, it is nonsense, and if you read the word 'mercury', today's chemist cannot imagine what it is at all; because he understands mercury to mean the mercury that we also have in thermometer tubes, for example. If we approach the formulas of the 13th and 12th centuries with this terminology, they are complete nonsense today, and it would be much better if people admitted to themselves that they appear to be nonsense than if people today , which is what is really happening, they run to the antiquarian bookshops and buy works by Basilius Valentinus, which are forgeries – but which sometimes contain correct things that are just not understood today – or they buy all kinds of works by Paracelsus. They read it and think they understand it, while it would be more honest to just say to themselves: That is the height of madness from the point of view of today. That is just what must be taken into account; in this respect people today have, I might say, basically strayed from the honest sense of truth; they write and prattle on in words and are satisfied if the words are only moved into a slightly different atmosphere from the one they are accustomed to hearing today, even if they do not understand the words. Today, because all these things are taught in school, there is definitely an atmosphere in which people say to themselves: Yes, one hears about water, salt, phosphorus, mercury; one can understand all that, one understands it if one picks up the very first chemistry textbook today. But [they think], that which one understands cannot be of any value, that is knowledge that is of no value from the outset. Now they take a work by Paracelsus or a work by Basilius Valentinus. There they find the same words, but because they cannot understand it in the context, they believe that they are now in mystical depths because they do not understand anything, but they want to believe that they are experiencing something. That is where we have to be honest. Even if we only go back that far, we still have to search a little for the key. We have to learn to read these things, because today it is extremely difficult to even get a correct idea of what the spirit, what the supernatural actually is. It helps a great deal if one prepares oneself by delving into times when the spirit was still alive in the material world, by going back to such times and asking oneself: What did people in the 12th or 13th century understand when they talked about salt, water, ash? Not at all what people understand today. What did they understand when they spoke of salt, water, ash?

This is what I wanted to point out to you first, and I will start on it tomorrow when I have more to say about ritualism.