The Nature of Man in the Light of Spiritual Science

GA 68d — 3 March 1906, Hamburg

6. Educational Issues

Dear attendees! That the theosophical worldview is not just a series of doctrines and dogmas and that professing them is not the main thing will be best shown when we practically consider the great cultural issues of our time. Today we want to look at educational issues from a theosophical point of view. What more beautiful fruit could arise from this world view than if it led us into the depths and into all corners of human nature, if it taught us to understand the human being and thus the art of influencing it. That would, of course, be different from if we came only out of curiosity or a desire for knowledge, to hear and learn unknown things about the mind, soul and body of man.

This path alone – the path of learning – cannot be called theosophical, because the theosophical path is only the one that passes through practical life. For those who do not delve deeper into the teachings in their daily lives, they remain incomprehensible. You only get to know the human being in terms of soul and spirit if you work with the undeveloped life of the same. This also gives you insight into the higher worlds. And we cannot deny that an intimate understanding of the soul is needed if we want to be leaders.

The human being consists of different parts, of which the physical body is only one. It is of great importance to know this, because the person who knows that the soul of this child has already led a rich life, that it has already taken many steps through many lives on earth, will relate to the growing child quite differently. What appears at birth in the way of aptitudes and abilities has been acquired in previous lives.

Anyone who knows that the soul gradually evolves out of its shells sees the child with completely different eyes. Not only with regard to the more intimate knowledge of human nature, but also to the whole process of human development in time, Theosophy sheds new rays of light.

We must distinguish between two aspects of the human being: firstly, an eternal core that gains new experiences in the most diverse embodiments, in that it takes something of an extract from each life on earth, so to speak, and secondly, the lower human nature, which only forms the shell of the actual self. Let us briefly repeat what this lower nature consists of.

We have, firstly, the tangible, visible physical body; secondly, the etheric body, which creates the shape of the human being; thirdly, the desires, instincts and passions – the astral body. The higher self is enclosed in these sheaths. We have the physical body in common with the mineral kingdom, the etheric body with the plant kingdom, and the astral body with the animal kingdom. Only the fourth, the I, is possessed by the human being alone. The sheaths that surround the I serve the human being as instruments, as tools, in which the actual I, that which already existed, lives out.

With each new birth, these three sheaths are formed anew. However, we do not have to imagine these sheaths as onion skins that seal off the core of our being from the outside world. Rather, the bodies penetrate each other, and the I penetrates the bodies.

Only those who know the growing human child not only in terms of their physical body, but also take into account their developing and growing etheric and astral bodies, can fully influence their education.

But there are other fundamental questions to be grasped. Great progress has been made in the art of education for over a hundred years. Pestalozzi on the one hand, Rousseau on the other, as well as Herder, have paved the way for the attempt to find the way to make a whole human being out of the child. Deep attempts have been made. Through theosophy, these attempts are becoming even more profound.

Since the subject is so vast, this evening we will limit ourselves to a few educational questions with regard to the finer limbs of the human being.

As long as one regards people as a real mess, one can only achieve results from observations. It is quite different for someone whose gaze is able to perceive the four limbs of the human being, or who at least has knowledge of the connections between these things. The child develops differently in the first years of life and differently in later years. We will now ignore the ego for the time being and deal with the physical, etheric and astral bodies.

Let us consider the child as it stands before us after its birth. There we have the physical body, which is most important. Then, from the seventh or eighth year onwards, it is particularly important to take the greatest care of the etheric body. At the time of the onset of sexual maturity, the astral body requires a very unique educational treatment.

What should happen in the first years of life? The etheric body is devoted entirely to the growth of the physical body during this year, so that the etheric body is not yet free for the astral body according to its natural disposition. Only later, when the physical body is formed, is the etheric body freed for independent growth; for the occult eye, this is connected with the will, which sits deepest.

The one thing in man that he most easily changes is his concepts and ideas. The concepts we form of things in earliest childhood differ significantly from what we think about them in later life. Our emotional world is also changeable, although it changes more difficult than the conceptual world. If, for example, a child has a grumpy disposition, it will be difficult for him to get rid of it. Temperament and character change more slowly.

The most difficult thing of all is the basic character of the will, because the will has its seat where the human being can do the least. He can create new understanding, acquire new feelings, but there is one thing he cannot do: he cannot work on the physical body; and it is the physical body that gives the basic shade to the character of the will. It is only possible to work on the physical body in the first years of life. The educator must always bear this in mind. It is now up to him to develop courage of will in the early years; he must devote himself entirely to its pure development; he must beware of interfering by wanting to teach the child concepts too early. So the will must be developed above all else. The human being has an instinct for imitation. The educator's attention must be focused mainly on this instinct for imitation. He must ensure that good role models are available for the child to imitate. The educator must have an effect on the child through his mere presence. The foundation for some good qualities, such as fearlessness and presence of mind, must be laid in the first year. Until the age of seven, the main focus must be on educating the physical body to become a useful organism.

Is it not possible to influence the etheric body at all during this period? The educator should not intervene much. He must work through his presence. He will then realize that feelings and thoughts are facts. He must not believe that only a slap in the face, a push or an upset stomach are real, but he must be aware that whether he has a good or an evil disposition is just as real, and that it matters who cares for the child. It is not what one does with the etheric and astral bodies of the child that matters, but rather with what thoughts, with what attitude, with what atmosphere one surrounds the child. Depending on the environment, the child's attitude will also be noble or ignoble. Thus it is possible to influence the child systematically, with full consciousness, by setting an example in ordinary, daily life. Everything the child absorbs, it absorbs through the senses, and what it absorbs, it imitates. In this way one is able to influence it harmoniously.

It would be very important if this idea were thoroughly worked on from a theosophical point of view, so that one would learn to recognize better and better the tremendous importance of the environment for a young child. Let us try to make this clear to ourselves in a few details. Some people believe that they are doing a child a great service by giving it a beautiful doll. This is the worst thing possible in the eyes of the occultist. With the beautiful doll, the child's instinct for imitation, which is to be stimulated, is forced into certain channels. The creative power is killed. If you observe a child closely, you will often see that it throws away the most beautiful toys and creates a new one for itself from the simplest material. You should not give the child a reflection of reality. Imitation must not be allowed to restrict the imagination. The child must live in an illusory world; the imagination must occupy the child. It must develop its own powers and create its own world of ideas. And this inner strength remains idle in the face of a beautiful doll. The child's games are reproductions of what they hear and see; they demand mental effort. This awakens two kinds of energy: skill and the ability to maintain balance in a wide range of circumstances. These are some of the aspects from which the education of a young child must be considered.

Around the seventh year, the etheric body becomes freer. The physical body has now acquired the vitality to develop further. Now it is important to influence the etheric body and develop its powers, which are memory and attention. Good habits should be instilled during this time. The educator must now develop these soul powers.

This has also been considered by today's educators. The astral body must not be influenced yet; that comes later; in these years, formal education is the main thing. It is not about acquiring a lot of specific knowledge at first, but about the human being itself. What the person does not learn in the way of geography and so on during these years can be made up later, but what cannot be made up is the acquisition of memory and attention. And these powers should be strengthened so that the person is later protected from flightiness, so that he learns to stand firm and not become fickle. So it is important to teach formal education at this age.

In this regard, big mistakes are made. As early as possible, one wants to develop the child's judgment, to answer the why and wherefore. This is not the right time for that. Rather, one should offer the child a sum of contemplation and thus strengthen his memory. Inner silence must be encouraged, one must try to limit the incessant questioning in order to promote a rich inner life. It is not a matter of saying no and yes, but of developing the possibility of one's own judgment; this would be restricted by saying: This you should do, that you should leave, but one should work more through examples and stories. The spiritual must be reflected in the symbols, fairy tales and mythologies that are communicated to the child; this awakens deeper soul forces. By saying yes and no, we restrict these forces; they should develop out of themselves. No ready-made morals should be given to the child; one should try to create great thoughts and feelings for great people. If possible, little doctrine. Stories of great personalities work better than moral rules. Describe the world, but don't teach rules and laws. It is not one's own judgment and views that should be cultivated at this time; the child is not yet mature enough for that. But what is missed in the development of memory between the ages of seven and fourteen cannot be made up for later. For example, in arithmetic: If the foundations have been laid through visual instruction, then memory must be used to learn the multiplication table. The same applies to languages and other things.

The educator has to gradually withdraw his personality and become a servant to the child. He must not only fill the child's soul with wisdom; he must approach the child's nature and slip out of his soul. He must be a puzzle solver. It is a great gain for the soul when the etheric sheath is given a fixed form in the seventh to fourteenth year. When the memory is practised, when the ability to dwell on one object in quiet concentration is developed, these are firm and solid habits that become constant in people, remaining with them for life.

Whatever we can do must be practised. During these years, everything must be repeated over and over again to become a habit. Formative, creative powers are developed in the eleventh, twelfth, thirteenth year. The task of the educator is now to lead from example to the ability to judge; the child should learn to use his finer powers. The soul must not be influenced alone, nor must it be guided only by precept and prohibition. Pythagoras struck a balance here and gave wise teachings clothed in a form that held the middle way between example and principle. Thou shalt not beat fire with thy sword, that is, a person in anger wastes strength. He now expresses this in a way that not only appeals to the abstract mind, but he also frames the teaching in a picture that stimulates the child's imagination, develops his fantasy, his imagination. The Pythagorean tenets are something between a picture and a principle. The aim should be to work towards the child learning to form his or her own opinion. The child's opinion should not be narrowed down by strict doctrines, but broadened. And this is done through images, through symbolic representations of the great truths. During the first years of school, the aim is to bring calm and work into the right relationship with the etheric body. As the time of maturity approaches, it is necessary to bring the right balance to maturity, so that the person can live out in the three worlds. The first task was to free the etheric body from the demands of the physical exertions of the body; this required careful observation in order to steel the body through gymnastic exercises and make it mobile, and then to give it the necessary rest, to get it used to rest while the etheric body works.

The tasks of the educator become increasingly difficult as the third period, the time of sexual maturation, approaches. Here, the astral body must be treated with care. Only now has the time come when the child must be taught to form their own judgment. Before that, it was necessary to encourage taciturnity. In the first period, the senses impel the child to imitate; the task is to create the right model for him. In the second period, the child should be influenced by authority; this is natural and has a beneficial effect, inspiring faith and trust. Happy the child who looks up with reverence to an authority that is everything to him. During the third period, the educator has to let his own wisdom take a back seat to the wisdom of the person he has before him in the growing child. Sexual maturity is connected with the independence of the human being. Preparation is necessary for this. What the astral body is to absorb must be prepared in the etheric body. This relates to the harmonious development of the emotional world. If we succeed in awakening graceful, aesthetic feelings in the child, this has an effect on the astral body and produces a normal, harmonious, aesthetic power of judgment.

It is not good when children of 16 or 17 approach us with ready-made judgments; this takes its toll bitterly. We should bring them noble figures from history, beautiful poems, the works of our great masters, but not a confession. Confessions evoke a yes or no, but not a rich inner life. And those who have not had the good fortune to see authorities before them will not come to their own judgment either.

Now is the time when we must strive to develop the relationship between people. In the past, it was important to awaken the spirit of worship; now he must learn to recognize the value of different people himself. Now he learns to distinguish his earlier relationship to people as man to man, recognizes what is worthy and what is unworthy. For what must now be awakened? The affects, the sensations, the feelings of pleasure and suffering. The astral body develops through our dealings with the world around us. Therefore, we must first cultivate the astral body in such a way that it works inwards. Now it is coming to the fore. If it is to make the right use of its freedom, the etheric body must be prepared for it. The astral body was otherwise called the body of instincts and desires. If it is not properly prepared, it will express itself in wild desires and the vices of academic life. If it is not prepared for freedom, the driving force that wants to live it up becomes wild and unrestrained; it must be strengthened in earlier years by educating the etheric body.

Through theosophical knowledge, the educator will be able to deepen and spiritualize his pedagogical skills. Thus, Theosophy becomes useful when it is used to influence young people. The usefulness of having these concepts will be recognized by those who try to apply them in practice in their lives. He will then gain knowledge from life itself, even if he renounces the theosophical worldview. And this practical knowledge is worth more than curiosity and a thirst for knowledge.

External material knowledge often does not depend on us. The state, the class, the circumstances are often decisive; but that is not the most important thing either. What is required by profession and station can take a good or a bad direction. Even with the most flawed curriculum and the most overcrowded classrooms, you can still be effective if you know the person. If it is true that the human being can develop all his powers harmoniously, then this can only happen if you recognize the person from the first year of life, even before birth.

Spiritual things are real. It matters not which thoughts surround a child, not unimportant who receives the human being. It depends very much on whether the person who receives a human being has good or evil thoughts and feelings; doctors and midwives should be priestly educated, ennobled personalities. If this is the case, then the human being enters a pure atmosphere at birth, and that is not insignificant. The spirit is a real thing. This is an area where an insightful education can do a lot of good, and conversely, ignorance can do a lot of harm. Imperfectly, the human being comes into existence. He comes into existence to acquire higher abilities; he must pay for the possibility of rising higher with his helplessness. He must be helped. In this we recognize the solidarity of all humanity, the necessity of mutual aid. Thus, all humanity is one great body, of which individuals are only members. This gives us an understanding of brotherhood, the first principle of the Theosophical Society.

When a human being comes into existence, it is not a matter of a finished life in the most eminent sense; the task of the educators lies in educating him for culture, and this can only happen if it is done out of a sense of brotherhood, out of a sense of community.

Answering questions

One teacher, who was obviously deeply moved by this clear and convincing speech, asked a question about inheritance.

Answer: Above all, the educator must be an observer. He must observe human nature in the child. In doing so, it does not matter at first whether he has a materialistic view that the child's abilities and drives come from heredity, or a theosophical view that the child has acquired his abilities in previous lives on earth and is therefore born into certain circumstances with certain parents. The facts, the result of observation, will always be the same. The educator must be careful not to intervene forcibly in the child's development. Here is an example: an educator had to deal with an eleven-year-old boy in a family. He was retarded and his body was not normal either; he had a large head. He had never progressed beyond the lowest class. His arithmetic books, among other things, were in a sorry state. When he had calculated a task, it was never right, and he kept erasing until everything was full of holes.

The educator did not despair and said to himself: the soul would form the body. He carefully set about educating the child's soul, working according to the principle of the smallest measure of force. He started from very specific points of view and learned that one learns to solve puzzles. He succeeded in educating the boy into a normal child in a year and a half because he was able to recognize the causes of the characteristics. The large head gradually took on the right shape; the boy then developed normally and was later able to study.

It would be very desirable if the question of education were to be thoroughly elaborated in the light of Theosophy.