# Knowledge and Immortality

## GA 69b — 6 February 1911, Düsseldorf

### V. The Human Being's Development, Gifts and Destiny in the Light of Spiritual Science

Dear attendees! Spiritual science or theosophy is, through what it gives us as human beings for knowledge, at the same time a basis for life practice. The fact that we are able to see through the sensible, through what is merely comprehensible to the external mind, into the supersensible, makes this spiritual science a tool for us to feel that we are part of the supersensible world. In this way, Theosophy gives us the nourishment of knowledge that flows like spiritual blood into our entire spiritual organization, and we gain security and strength of life by absorbing knowledge of the supersensible world. But we are only in such a case when we seek to bring that which is supersensible into our knowledge. It is a different matter when we are confronted with the developing human being, as he enters into existence through birth, as he is compelled, through the normal course of life, to assert, step by step, through the material of the body, that which is rooted as a human spirit in indeterminate depths and comes more and more to the fore in the course of development. Here we are in a different situation from when we acquire knowledge, for we seek to bring the spirit out of its hiddenness into real existence, not only through our knowledge but also through our help and deeds. This prospect of passing from the external physical to the spiritual will have to arise in our soul when we consider the question that is the subject of our meditation today.

It must be emphasized at the outset that a prerequisite in the sense of spiritual science must be made for this question. Spiritual science goes beyond what presents itself to us in human life between birth or from the development before birth until death as an individual life. It penetrates to the essence of the human being, to the spiritual soul that exists before birth and that remains after death - to the core that can be traced from life to life through spiritual research, because we are indeed talking about repeated lives on earth. We make a strict distinction between these lives, which a person repeatedly spends on earth between birth and death, and the lives that lie in between in a purely spiritual world. When a human soul-spiritual comes into existence through birth, it is the case that it brings with it into this life all the effects of those causes that are to be found in previous lives. When we look at the developing human being, we see emerging like a sacred riddle what he has acquired in previous lives and brings into this life. The human being enters into the present life and lives spiritually, but he envelops himself with the qualities, characteristics and abilities that lie in the line of inheritance. Thus, the human being brings with him into his life the spiritual and soul essence, and he experiences in a certain way the strengths and abilities that the talents, characters and other qualities of his ancestors can give him. What a person brings with them from the spiritual world and what they inherit from their ancestors comes together in their development. To truly answer the question of education in a more intimate sense, we must be able to gain insight into the relationship between inherited traits and the spiritual-soul core of the person.

If we treat these repeated earthly lives and the effects of earlier lives on later ones as a spiritual scientific fact, this will provoke the opposition of many people who do not want to be informed in detail about the evidence that can be provided by spiritual science. It is not possible to convince oneself that this truth really exists in any other way than through practice. One can discuss at length whether a piece of iron, which is claimed to be a magnet, really is one. One can put forward many reasons against it; one could say that the person making the claim seems credible and so on, and so it can be argued about for an infinitely long time. But proof is there if one takes a small piece of iron and sees whether it is attracted. Through practice, evidence is provided. In a similar sense, one can be convinced of the truths of spiritual science.

The educator can now say: What I encounter in the child puzzles me; I must try to see whether what spiritual science claims is true, whether something really comes into the world as a spiritual-soul core of being. It will be shown that such a principle bears fruit for education by enabling us to enrich the child's life and to divine and coax out his or her gifts. We must focus on the way in which the gifts are formed if we want to distinguish the spiritual-soul core of the being from what the child has inherited. To do this, we must allow the human being's predisposition – everything that gradually comes to us in the way of qualities, abilities, talents and so on – to come to the fore, and we then find that it is characteristic of the human soul to allow the individual forces to interact so that they support and sustain each other in an overall organism. But still we see that the soul-forces of man, for example, thinking, feeling and willing, or other forces, appear independently of each other in their strength, yes, so independently that we find, for example, people in whom the power of thought is so highly developed that they can be good thinkers, while the power of will, on the other hand, recedes. Others are men of will and are equally ready to tackle an action, but are not always able to keep their thoughts together and follow them logically in a comprehensive way. They act, but do not think much. There are still other people who are pushed by their feelings to do this or that without thinking too long. So we see: the individual abilities can be developed to different degrees. For example, a person is very musical, and the other abilities recede. Some people, on the other hand, do not have the ability to do extensive calculations and so on.

The abilities are therefore independent of each other, but come together to form a complete organism. When we visualize the soul forces of a person, it becomes clear that he or she enters into existence with a very specific tendency and nature that brings soul forces into relationship and connection. If we turn our attention to what is inherited, that is, to the line of inheritance, and then to what enters into existence from a previous life, we can see what connects the forces and abilities. It is in fact the case that what the person brings with them as a result of previous lives has the ability to organize the abilities and shape them into a whole organism. The emotional tendencies, qualities, talents and so on point us in the direction of the line of inheritance. There is no more interesting observation to be made than to see how, on the one hand, the spiritual core of the being works to connect the soul forces and form an overall organism, and how, on the other hand, the individual forces are inherited from the ancestors.

Spiritual science is able to indicate very definite laws as to the relationship between these two elements. These can be understood in the same way as natural laws, but on a higher plane. When such laws are stated, one must not come and try to refute them with casual observation. That is child's play, even in the field of chemical physics. Let us suppose that a physicist establishes that the line traced by a stone thrown through the air is a parabola. If someone now follows the line externally, he will see that it is not exact. The line varies due to the resistance of the air and other external circumstances, but one can only arrive at the truth by going back to the law. One can only arrive at what underlies the spiritual life as a law by penetrating behind the scenes of existence.

Now, two types of forces present themselves in the soul life of man; we can describe one type more as the intellectual principle, and also as that of the imagination: everything that man has as a life of ideas, the way he conceives something, whether he goes slowly from one idea to another or can grasp rapid associations of thoughts, whether he can follow thoughts sharply and over a long distance, and the like. We have to take people who easily develop pictorial representations, who are able to clothe facts in images of the imagination, in short, who have the element of the intellectual and imaginative particularly active, who have inventiveness and the ability to think of many things, we have to take them as representatives of one side of the soul life. The other side, on the other hand, is the side of affects, passions and drives, the way someone is quickly captivated by this or that, whether they have many interests or are dull and so on. The latter is more connected with what we call the element of character, the former more with the reflective, the internalization. We must strictly distinguish these two sides, because if we are observers of life, the laws of development only reveal themselves to us when we can follow how the spiritual-soul essence of the human being, going from life to life, acquires one or the other element.

In general, we find that the child inherits the side that has to do with interest, passions, and attention more from the father; the spiritual-soul core of the human being borrows these elements from the father where it finds what passions are, what confronts events in life, what intervenes in the outer life. When a person wants to embody themselves, they are drawn to the father as if by magnet, who can transfer the qualities of interest, strength of character and so on, which are suitable for their individuality. They seek out the father who can give them this. The intellectual and imaginative qualities are more likely to come from the mother. Generally speaking, if we disregard more specific causes, we can say that the child's mental character comes about because the spiritual core of the being brings about something like a mixture of the intellectual and imaginative qualities of the mother with the temperament and drives of the father. How these qualities are mixed depends on the overall disposition of the spiritual core of the being. We can see what the elements are that belong to the nature of will and passion by looking at the father. We must look to the mother for what the core of the being has in the way of imagination and intellectuality. The children of the same parents are so different because the spiritual-soul core of their being mixes the paternal and maternal elements in different ways.

But we must go into this in more detail and distinguish between male and female offspring. Real observation of life will also confirm this law – that is, if the reservation is made in the same way as with physical laws and the secondary circumstances are not made the main thing. That which is in the soul character of the mother is more easily inherited by the sons, and in such a way that it is transformed in the son to a certain extent. If the mother is imaginative but only works in the narrowest circle, the soul of the mother works in such a way that it descends a step in the son, as it were, and gives him the outer organ predisposition so that he expresses this predisposition to a greater extent. The mother remains in the soul element in the narrow circle; the son shows what she has in her soul but imprinted in the brain as his tool. He has as a world ability what she experienced in the innermost circle. A talent for which the mother shows the disposition can come about in this way. And what descends more into the physical disposition through the mother is mixed and imbued with what is inherited from the father. This is how it is with sons.

It is different with daughters. Here it can be seen how what the father lives in his profession and so on is more expressed in the overall personality. What is the predisposition of the father's physical body is reflected in the soul of the daughter. What the father had as external qualities is realized in the soul. In the daughter, we encounter in spiritualized form what was more in the physical man in the father. It is particularly interesting, and one can almost express it as a law of nature, that the mother in the son descends in relation to her soul and appears in the physical, while the father ascends in the soul of the daughter with what he is in the physical man.

This can be demonstrated in hundreds and thousands of cases, and life will prove it right across the board. Here it will be explained only by means of one particularly characteristic example – in Goethe, in whom this general law shows itself especially clearly: What was admired in the mother's innermost circle as a spiritual quality was manifested in a “lowered” form in the son and was admired by the world. Frau Goethe had a desire to tell stories, which could have a stimulating effect in the innermost circle. In Goethe's case, it became a mental disposition, so that he became a world-affecting personality.

We also see the opposite in a wonderful way in his sister Cornelia. Councillor Goethe was extremely likeable due to his strong character and the serious way he led his life. He stood firm in the outer life as a thorough and earnest man. Let us take a look at how Goethe relates to his father. It is peculiar that the outer character traits, temperament, thoroughness and so on are inherited by the son. When people with the same disposition live next to each other, they sometimes repel each other. There was never any intimate relationship between father and son Goethe. But the sister had absorbed her father's thoroughness into her soul as depth of soul and seriousness, mixed with intimacy, as is often the case when external qualities are transformed into soul qualities and come to us. That is why the siblings were such loyal companions, because the qualities that Goethe did not like in his father had penetrated into the soul of his sister.

Can we not see this peculiar survival of maternal soul qualities in the external organ systems of the son everywhere? Throughout world history, we see the relationships of sons to mothers, for example in the poet Hebbel. He was the son of a bricklayer. If you knew him and were with him, you would know that the gnarled, pedantic character he had within was already apparent on the outside. His hands were much too long, his legs even longer, and his movements were angular. He got all that from his father, but he and his father did not get along. On the other hand, he got his mother's simple nature, which he relates so beautifully. We see how her soul, descended by one level, reappears in his poetic personality. This is how the two came to understand each other, and it was only through his mother that he escaped the fate of becoming a mason. Wherever we look, in everyday life and in history, we can see that this law applies universally.

But how should we proceed as educators when we see this complex interaction between inherited traits and the spiritual and psychological core? We must direct our attention as much as we can to the way in which certain traits that we see in children can be found in their parents at a different level. But we must not regard the child as a copy of [the parents], for then we would not consider the transformation, how the soul qualities of the mother descend into the body of the son, and how, conversely, the physical nature of the father is transformed in the soul of the daughter. Today, people are inclined to admit transformations of natural forces; natural science, for example, shows how natural substances transform into heat. But it is not admitted that these laws also apply to the spiritual. A real art of education can only come about when people become aware that spiritual science can flow into such areas of life as education.

We are always talking about individuality. But what is individuality? Today, we only refer to the word in a very abstract way. However, if we know how individuality arises, in that the spiritual-soul core of the child not only absorbs the qualities of the father and mother, but transforms them, we can grasp it in a concrete way. Then education comes from the abstract to the concrete, from materialistic abstraction to true reality. Now someone might object: You tell us that the soul-spiritual core of the being envelops itself in what is given to it in inherited powers. But we see the human being as a unified being, and how can we distinguish between what is inherited and the spiritual core of the being?

If we consider development only superficially and see only the individual, we will not make any progress. But life offers us proof, sufficient proof, to show how the spiritual-soul core of our being is enveloped and permeated by what comes from our parents and ancestors. Great minds such as Newton or Humboldt, who achieved great things, did not do particularly well at school and were considered to be poorly endowed. Many other people with great names could be named who also developed slowly, while child prodigies progressed rapidly. In the case of Newton or Humboldt or others, they brought a rich core of being into this life, with much sprouting and budding in the soul, and this working into what had been inherited from the parents had to happen slowly. The rich inner core needs more time, because it must first chisel out, transform, precisely gradate and so on, what it has inherited in powers. So rich natures, which are called to give much, must work longer on adapting the inherited material.

This will become increasingly clear, because today a person who brings strong soul forces with them has to fight against all the tough obstacles, because very rigid, sober, fixed hereditary traits are inherited that are not very flexible, so it takes a long time to adapt them precisely to the individual core of the being. Child prodigies are quickly finished, because they quickly process the abilities that lie in the line of inheritance and absorb them in a one-sided way. But it soon becomes apparent that their talents dry up and wither away. When we look at these most extreme cases, we see the slowly developing genius or the quickly developing prodigy and all the stages in between, as the spiritual and psychological core of the being works its way through the obstacles.

This slow process of working one's way through can also be found in Goethe. If, like me, you have spent three decades studying Goethe in detail and with humility, you can safely say, without running the risk of being misunderstood: If one surveys Goethe's life, one notices a slow progression in the development of his abilities and talents. We find the tendency towards what he became in him even as a child sacrificing to the great God, but what effort he had throughout his life to bring what was in him through the many obstacles of his physicality. We recognize him when he expresses his great thoughts, for example in the second part of Faust, as a mature human being, in contrast to young Goethe, who, compared to old Goethe, wrote many immature things. How does what is said here go against the judgment of our time, where the editions of the youthful works are particularly praised – there, it is thought, he achieved the greatest things. The young Goethe, it is said, brought forth great and powerful things. He is praised to the skies. And of the old Goethe, some say that he produced the second part of Faust in his old age. Few people understand that he developed and deepened slowly and gradually, that the Italian world fostered him inwardly, and that his essential core increasingly removed external obstacles. In short, they do not understand the old Goethe because he is too lofty for them. Even during his lifetime, he had to suffer from the fact that his later works were decried as products of old age. He expresses this in the following verse:

> They praise Faust,  
> And what else  
> In my writings roars,  
> In their favor;  
> The old Mick and Mack,  
> That pleases them very much;  
> The pack of rags and tags thinks,  
> It would no longer be!

In Goethe's case, it is particularly evident how the spiritual and mental core of his being rose to its height in the second half of his life, and no one who believes that the whole of Goethe was already present in his youthful writings understands him. People understand the young Goethe better, but they attribute this not to the fact that they do not understand the old Goethe, but to the fact that he has declined. Thus, we can also find it true in this great spirit how the spiritual-soul core of being works its way into the outer shells.

Someone might object that we are talking here about an essential core that must be there to group and organize abilities. But we need only point out that the most important qualities nevertheless lie in the line of inheritance and can be explained from it. For example, in the last few centuries there were 25 to 28 musicians in the Bach family. So how can you say that the essential core is the main thing? Similarly, there were a whole series of important mathematicians in the Bernoulli family in Basel. In their case, it is particularly clear how seemingly mere inheritance works, because some of them were destined for something completely different, but nevertheless, in later life, it drove them to mathematics.

To understand this correctly, one must consider the relationship between the spiritual-soul core of one's being and one's inherited disposition and talents. To be a musician, one needs a musical ear; but this belongs to the physical organization, that is, to the shell. Just as one inherits the shape of one's nose, hands and so on, one also inherits the finer inner organs that lie hidden beneath the surface of the physical body. A soul-spiritual core that strives to receive physical tools for musicality will be drawn to families that can pass on musical organs. What is musical talent based on? Not on the brain, which is the organ of logic, but on the shape of the ear canals. One must look at the individual relationships very carefully. Such auditory ossicles of a certain shape are inherited from generation to generation. It is similar with the Bernoullis. Those who need a predisposition for geometry can seek out such a family. Thus, what life shows us here again coincides with what spiritual science asserts. We can understand and illuminate life better if we bring before our soul the connection between heredity and predisposition and the harmony or disharmony that arises from it.

If we distinguish between the spiritual-soul core of our being and the environment in which it is embedded, then life means an interaction between these two elements. Let us look at a child in the very first weeks of its life. His features are still undefined, his organs not yet fully functional; he cannot yet walk and so on. But if we think properly, we know that where features and abilities are still undefined, the core of the being is still dormant and is only gradually working its way to the surface to become defined. What the person will become later works its way out of the vagueness of movements, gestures and so on. It works its way up from indeterminate depths to the surface, and more and more the outer shell becomes an expression of what lives inside the person. In later life, much more is expressed on the outside, as the person really is. In the youthful child, the forces that will one day express themselves in his features, in his gestures, in his hand movements, and so on, are still dormant. In later life, the human being shows the imprint of the soul's inner character in the physical. The outer, the envelope-like, becomes more and more [a mirror] of itself; in the physical, what he is as a spiritual human being shows.

During the first period of life, the human being works more into his physical being. There is something very interesting connected with this fact, and it is connected with the same lawfulness as a physical law. With regard to inheritance, a distinction must be made between what children inherit who are born in the first years of marriage and what those who are born in later years of marriage inherit. The first children show in a remarkable way the ability to shape the inherited traits in the freest way; they can do this more with an individual style independent of their parents. The later children are more constrained to yield to the strong element of heredity; they become more of an imprint of their parents. Children born in the early years of a marriage find it easier to mix the inherited traits with each other; inheritance is less tyrannical towards them. Those born in the later years of the marriage have to apply stronger forces, because the power of inheritance is stronger in their case. Thus we see how these children become more and more like their parents. Of course, this can be broken by the most diverse circumstances, but in the sense of today's scientific research, this is a law.

When we consider these laws of inheritance, the right relationship between a person's disposition, talents and upbringing becomes apparent. Such laws can only be made useful for the soul's life if they do not remain mere theories and insights, but if they are transformed into feelings and intuitions. It is a remarkable thing how feelings kindled by knowledge give us the gift of tactfully divining what qualities are striving for expression in a human being. If we have goodwill and a sense for it, we stand face to face with the developing human being as with a sacred riddle. The secret of education lies in our approaching the child with such a feeling, for then he will solve the riddle for us. He shows us what abilities can be drawn out of him. Then there is no need for much speculation; tact will guide us so that we do not burden the child with something that cannot be developed in him. This brings the educator into the right relationship with the child. Then we stand before the human being we have to educate as before a sacred riddle and not – as many an educator often does – as before a vessel, where one can discuss what is best to be poured into it. That is a very external point of view! We must not forget that life often forces us to bring the child to something that, in our opinion, is not within his or her individuality, so that he or she can get ahead in life. But generally speaking, all the talk about education is usually less about what the child is more or less suited for and more about family relationships and education befitting one's station in life. But we must grasp the demands of life and individuality in a concrete sense, harmonize the blending of the soul-spiritual essence and the inherited predispositions, and endeavor to solve the riddle according to the circumstances of life. A riddle can be solved in different ways, but one must recognize it, then one can let the child become different, otherwise one will often not hit the right thing despite all speculation.

It is precisely in such areas [as education] that the fruitfulness of spiritual science for life becomes apparent. Spiritual science is not just theory, but something that can and will prove itself in life every day and every hour - for the progress of all humanity and of each individual. It places us in life in such a way that we acquire the security, strength and confidence we need for life. This chapter on disposition, talent and education thus proves to us that, indeed, through having gone through many lives, the human being carries an enigma at the core of his being and that life, in the broadest sense, must be a solution to this enigma.

The better we can answer the riddle within us, the happier, more secure and more fruitful a person's life will be – we must take this as our motto.

The spiritual and soul essence that goes through many births and deaths is a riddle, and life is the solution.

And blessed is the person whose spiritual essence is a very deep mystery and who has the opportunity to solve it. Because the deeper the mystery, the greater the opportunity to make life richer, the more meaningful our life will be, the stronger and happier our overall life and the greater the efficiency for our fellow human beings.