# What is the Purpose of Anthroposophy and the Goetheanum?

## GA 84 — 30 April 1923, Prague

### The Development and Education of the Human Being in the Light of Anthroposophy

The words of the ancient Greeks, addressed to man, sound like a deep spiritual admonition: “Know thyself!” These words can be applied to general knowledge of human nature, not so much to personal knowledge. In this way, knowledge of human nature is, as it were, designated as the summit of all human knowledge and striving. And we can also feel from the way this word sounds to us that it is not meant merely in a scientific-theoretical sense, but that it is meant as a spiritual admonition in a moral-religious sense. And one would like to say: After the expiration of a many-sided, self-contained spiritual development epoch of humanity, today a kind of counter-word stands before our soul. This counter-word was pronounced almost fifty years ago and has today, in a certain way, even been forgotten, disappeared from the consciousness of mankind. Nevertheless, the whole modern state of mind, what one carries within oneself today as the great soul conflicts, lives under the influence of this newer word. It is the word that Du Bois-Reymond pronounced, the word: “We cannot recognize,” the word: “Ignoramus, ignorabimus.” Even if many today believe themselves to be beyond the confession of this word, in the way we relate to the world as humans, this word is still deeply involved. It is, so to speak, the confession, expressed or unexpressed, of the results of scientific research in their significance for a general knowledge of the world and view of life.

But anyone who has been involved in intellectual life for decades and has observed how this intellectual life has developed over the last three to four centuries can do no other than justify, as it were, what is regarded as knowledge today in relation to science. Natural science has indeed achieved so much in terms of exploring the external world of the senses; it has achieved so much in terms of applying instruments and experimental methods to research into this external world and its great laws, and it has confirmed and corroborated what it has discovered through the manifold empirical, technical and practical applications, without which we could no longer imagine our modern life. This natural science assumes that it can gain knowledge of the world that is as independent as possible of what man, out of his desires and his prejudices and preconceptions, can bring to the knowledge of the nature of things and world processes. And it is precisely by excluding all personal factors that science has achieved all its successes. But now, precisely the person who stands quite honestly on the ground of natural science, who sees through how beneficially this natural science has worked precisely for the knowledge of external nature, must say more and more to himself, out of the handling of the applied methods: to those regions in which the human soul-spiritual reigns, precisely natural science, as it has developed today, cannot penetrate. One might say, not because of its shortcomings, but precisely because of its merits.

If we survey what has been achieved in the various fields of natural science, we will see that this science naturally also strives to return to the human being. It strives to apply its methods to the nature of the human being. But it can only research the external, bodily, physical nature of the human being. We see this most clearly when the scientific method is applied to the human being, when experimental psychology is used, and when truly magnificent scientific research methods are employed. We see how the expressions of the soul in the human constitution are examined. But we become aware that through all these investigations we cannot get at what can be called the eternal in human nature, what must be called that in human nature, in the face of which man carries the deep longing to recognize it in its true essence, and from which he at least initially has hope that it will arise for him as something beyond the limits of earthly life, as something beyond birth and death and having an effect beyond it. Nothing should be said here against such experimental methods as those of experimental psychology. The very field of research from which I take the liberty of speaking to you this evening recognizes the full validity of these methods. But precisely because they can be seen through from this point of view, even within their limitations, it must be said that these methods cannot approach the actual essence of the soul and spirit. And this was what compelled a few insightful researchers to admit that natural science cannot reach what, on the one hand, is the nature of matter itself and, on the other, the nature of human consciousness. But if man cannot explore how his consciousness, that is, the soul-life at work within him, takes hold of matter, then he must bid farewell to that great challenge: “Know thyself!” Then we would have concluded that period of human spiritual development since ancient Greece with the admonition “Know thyself!” as a beautiful, powerful — but nevertheless only one illusion of humanity. Then we must confess: this demand cannot be fulfilled. The deeper one penetrates into the spirit of nature research, the more one must admit from the point of view of anthroposophy that those who speak of the “ignorabimus” of natural science are right, who speak of the fact that there are limits to natural science that it cannot exceed. But the question arises as to whether the human mind can be easily consoled by the mere recognition of such limitations, and whether it does not seek from the outset to disregard what the human heart desires in this respect, as something particularly prejudicial.

The aim of what I would like to characterize to you this evening as anthroposophical research is to provide an answer to this. It seeks to recognize the extent to which this demand of the soul is somehow justified. Many people today see what science has achieved on the one hand, and on the other hand they feel that science cannot get to the actual soul-spiritual. And so many of those who do not want to stop at the confession of the limits of human knowledge turn to one or other kind of mysticism, that mystical way of looking at things that attempts to reach that which relates to the eternal in the human being by immersing oneself in one's own inner self. And through such mystical contemplation many beautiful things have been brought up from the depths of the human soul, from the depths of life that otherwise remain in the subconscious or unconscious. Through such mystical contemplation many people have come to believe that what is brought up from the depths of the soul, what is present in man, is directly rooted in the divine-spiritual existence, so that by brings the divine-spiritual to revelation in the recognition of the human being himself, and thereby advances to the exploration of the eternal character of man and to the connection of man with the divine.

Thus anyone who raises the big questions of human existence today finds themselves, I would say, between two cliffs that seem to set insurmountable limits to knowledge: on the one hand, natural science, and on the other, mysticism. However much mysticism promises, however beautiful and magnificent it draws from the human soul, most mystical attempts cannot stand up to truly scientific and disciplined knowledge. For anyone who has been accustomed to judging all things, including those within himself, by the conscientious methods of natural science, will soon find that what the mystic often brings up from the depths of his soul is nevertheless nothing other than what he may have received or acquired in the outer world in the form of ideas or feelings from some distant period in the past feelings, which then, perhaps through a beautifully working imagination, have grown into powerful images, but which ideas and feelings, by descending into the depths of the human being, have been changed by the human organism, which for external knowledge has such a secret and meaningful connection with the soul. And it is precisely to the deep soul-searcher that it reveals itself, how that which one, in a mystical way, has gained, one holds for eternal, is nothing more than a modified, even modified by the human organism itself, result of memory.

And so, in the end, if one wants to approach deeper experiences, the great questions of human existence, one must admit: natural science offers no possibility of penetrating into these questions. It closes its insights in one area, so that with its insights one can only recognize the external aspects of the human being, and one cannot get close to the human being with them. This is the necessary conclusion that one must come to. Especially serious and honestly meant natural science does not come close to the human being. And mysticism, as it usually appears at first, does not come from within the human being. By penetrating into the world, natural science does not come from the world to the human being; by penetrating into the human being, mysticism does not come out into the world from the human being. If we allow ourselves to be deeply affected by what the soul receives from these two perspectives, we cannot but ask ourselves once more: Is it not perhaps possible to go even further than what mysticism gives on the one hand and what knowledge of nature gives on the other?

Now, in the lecture I was privileged to give at the Urania a few days ago, I took the liberty of pointing out how anthroposophy, as spiritual research, strives to take a close look at what a person acquires in memory. And so, in the end, memory turns out to be what can be deepened. Today, as a few days ago, I do not wish to delve into deep philosophical or epistemological discussions, but to remain with popular consciousness. Such discussions could be made, but what is meant from the point of view under discussion here will be best understood if I stick to the popular.

What lives in our memory, what makes our personality complete, so that we are able at any moment to conjure up before our eyes what we have been through, is indeed brought into the human soul through impressions from the outside world. They are sensory impressions that we absorb and process with our ideas, and which change in the human being in an unknown way and then come up again; they come up of their own accord or with effort, when the person needs them, and are brought up by the person from the soul. And if we want to visualize what actually lives in the memory for the human soul, we can come to no other conclusion than to say to ourselves: It is like something that is reflected from the mirror of the soul, which lies deep and forever in our human being, even if it is after a long time. The external world is reflected in our soul because we have memory, because we have the ability to remember. And as I said, even if I am not immediately able to explain the nature of this mirror of the soul due to the limited time and circumstances, the image will suffice for our understanding. We do not get to the bottom of the essence of our soul with our memory. Just as when we have a mirror before us, we see what is in front of the mirror, so memory, in the mystically evoked images, offers us nothing other than the reflection of the outer world. If one wants to see what is behind the mirror, then the mirror must either be removed or the mirror must be smashed. In a sense, we have to break through this inner mirror, this power of memory within us, in order to look deeper into our being. And we break through this soul mirror, that is, we go even deeper into the human being through that which this mirror allows us to see as mysticism, when we inwardly bring our thinking, which we otherwise allow to be stimulated by experiments, into activity, when we meditate and concentrate on a particular thought content, repeatedly strengthening the soul forces.

I described it in detail in my Urania lecture and discussed it in my books: how, through a special activity of thinking, we can go below the memory level and look more deeply into our being. One might assume that we would then see what our physical organization is. For there is no doubt that, for ordinary consciousness, we only penetrate to the memory mirror in our soul, and in doing so, the processes of the physical organization change the image from the outside, which we see in the soul mirror, into a distorted image. But if we create an ever more activated thinking, with which we live inwardly as with our blood and our breath, so that our whole being participates in this inwardly living thinking, we penetrate deeper into our human nature, then not a physical human being is revealed to us, but a spiritual-soul being, which can only be revealed to us through this strengthened thinking. Then that in man reveals itself to us which is entirely of a spiritual-soul nature, which remains unconscious to consciousness, but which, by its own nature, shows that it was present before man, through birth, even through conception, entered upon his earthly existence.

That this can be the case can be understood when we consider how memory, through its own content, indicates to us that we are not dealing with the presentation of a present event, but with a past one. We have the same certainty about the character of our experience when we approach the event that characterizes us, which leads us deeper than mystical contemplation. Then we gain a mental picture of all that is actually creative in that first epoch of man's life, in which such a wonderful plastic activity is carried out on the sensory nervous system, on the brain and on the rest of the human organization. But through such contemplation we follow the human soul-spiritual being beyond birth and death; we look into a spiritual world in which we were as spiritual-soul human beings with our core being before we descended into this earthly world and clothed ourselves with what our ancestors gave us, with a physical human body.

It is certainly the case that one comes to this view not only through that nebulous gift of man that is today called “clairvoyance”. Even if one uses the word “clairvoyance” for what I have just spoken of, one must address this as exact clairvoyance. For the one who sets out on the path of spiritual research like an exact scientist activates thinking in such a way that this thinking brings forth from the human being not only the memory images, but also things that lie below the ability to remember, that were creatively in the human being before the ability to remember had developed, before the human being began his earthly existence.

This is one side of the coin that anthroposophical research turns to when faced with the two principles characterized. It seeks to deepen the spiritual through exact thought processing and, on one side, goes beyond birth to the realization of the eternal essence of the human being. But just as one must recognize how the mystic develops what he so beautifully calls his contemplation, which leads him to illusions, how one must recognize this if one wants to arrive at a scientific knowledge and not stop at the points where the mystic , how one must strive for knowledge of the prenatal human being in the continuation of the mystical, and on the other hand, one must try to take a further step in spiritual knowledge by deepening scientific research. And that arises in the following way.

Yes, we come up against limits, especially when we honestly apply scientific methods to the world; we come up against limits when we apply them to natural processes in a real way. We come up against limits that we formulate in the concept of “material consciousness” and so on. But it is one thing to recognize these limitations and to say, “The human being cannot go beyond these limits”, and to have to reassure oneself, or to begin to struggle with all of one's humanity precisely at these limits, saying, “Perhaps these limits arise from the fact that one limiting the abilities one has within oneself here in order to perfect natural science – but then, if one continues to struggle, using one's full human abilities to struggle with these ideas, which will then gain boundaries; perhaps then one will go beyond these boundaries. I know that an objection can easily be raised; people will say: Yes, it is so good, so beneficial that science has understood how to exclude the human element from scientific methods, to stick to measuring, counting, the results of the scales, and so on, in other words, to separate what is known as research methods, what is recognized, from the human being. It is dangerous to mix people back in.

If you do this in the way that anthroposophical research wants, namely that you first stand on the point of view of science, that you have fully mastered the objective detachment of research methods from the human being and have introduced personal struggle into the detached, then something else comes out. Then you respect the demands of natural science and at the same time you introduce the human element into the objectivity of natural science. And here one must say: if you have absorbed yourself in the knowledge of the natural sciences of the last few centuries, especially the nineteenth century, so that you have, so to speak, completely imbued yourself with the spirit of the natural sciences, and can one still give oneself with one's whole personality, precisely to the things that science describes, then a gift of human nature, which is otherwise not at all regarded as a power of knowledge, becomes a power of knowledge. This devotion to something that is attained as something objective ultimately also becomes an objective expression of human love. When one can express this way of thinking with full respect for the scientific way of thinking, after having surveyed the phenomena of the world from a scientific point of view as far as possible, when one musters enough heroism in research to immerse oneself in what is scientifically given with such devotion, as one otherwise only immerses oneself when one develops love in the world, especially human love, then love itself becomes knowledge, and then, with the love that has undergone the metamorphosis to become the power of knowledge, one penetrates behind what science is able to give.

This is the work not of a day, but of long epochs of human life, to penetrate to those entities that lie beyond the boundaries of science. But what then emerges is the following: At the moment when one breaks through those boundaries, as it were, and looks behind the scenes that are erected by scientific knowledge, something about the human being himself becomes strangely transparent, which previously always remained opaque: we wake up in the morning, spend our day with a waking consciousness out of the forces of our earthly feelings and our soul, we fall asleep in the evening. What happens to the soul and spirit in the physical and bodily is beyond human consciousness. What plays into human life are confused dreams without cognitive value. So that we can say: the entire development of human life consists of what we live through while awake and what we spend while sleeping. And we do not pay attention to the fact that when we look back, we always piece together the morning and the evening, and let that fall out of consciousness that we cannot reach with it, that withdraws from consciousness, that we switch off the stretches that we have slept through. Now the question arises as to whether what sleep gives us spiritually and mentally is not just as important as what being awake gives us.

Of course, only being awake can be considered for our outer life, and the more civilization has turned to mere observation of the outer life, the more it relies on observing the waking state. But for the life of the human being itself – something that even level-headed philosophers have already conceded – what happens in the abundant third of life on earth that we sleep through is no less essential than what we experience while awake. But it only becomes vividly apparent when we have broken through the boundaries defining things through the struggle with nature through ultimate perceptions. Then it happens that the empty space of experience, which we otherwise sleep through, which otherwise contains nothing for us except dreaming, that this empty space of knowledge is filled with content, that we learn to look at that which otherwise shrouds itself in the darkness of sleep. Just as we can look back on what presents itself in waking life as the knowledge that we, as physical-sensory human beings, have experienced with the earth and its phenomena, so now knowledge of a spiritual-soul nature arises from the state in which the human being finds himself from falling asleep to waking up. The darkness between falling asleep and waking up is illuminated, this third of our life becomes transparent to us, and what we see is then our true self, the form of thinking, feeling and willing. We see that which, without our consciousness knowing it, is constantly at work within us, shaping our spiritual and psychological being. We see through to the content as that which is separated from us by the gate of death when we lay down the physical body. As sleep becomes transparent to us, we learn to recognize the true nature of human immortality. When we look beyond the mystical, when we go further than ordinary mysticism, we get to know the prenatal nature of the human being when we take natural science seriously, but when we begin to struggle at the boundary, we get to know what immortal existence the human being carries within. And so, for us, the human being comes together in its development, in that we see, so to speak, how a prenatal human being enters into the physical human organization, I would even say becomes more and more absorbed in this physical human organization, how the physical human organization becomes more and more becomes mightier and mightier, how that which has entered into the human being through birth, in the physical human existence, fades more and more in the further development of the human being, how, so to speak, the human being from this side becomes more and more a physical-bodily being. But in the same measure as this development proceeds, in the same measure as the spirit and soul that are innate in us submerge in the physical body, so that which appears to us, when we observe sleep, as the future being of the human being emerges.

As we look more and more towards the end of the normal human life, we see how, on the other hand, the spiritual-soul being of the spiritual post-mortal human existence emerges in contrast to the dying spiritual human life of prenatal existence. In every moment of earthly life we see a measure of what the human being has brought with them from the eternal worlds into earthly existence, what they are forging in order to carry it through the gateway of death into a spiritual world; cognitively we advance to immortality. The path I am describing to you, in order to arrive at an understanding of the human being by going beyond mysticism and natural science, is not one that can be dismissed by casually labeling it “clairvoyant.” This is a path in which one knows how each step follows the previous one, just as the mathematician knows how one mathematical derivation follows another. The path that I have been able to sketch for you – with reference to the books mentioned – is the path of anthroposophy, the path that leads to the unborn and immortal nature of the human soul in a way that could be explained to a strict mathematician, and which shows how one does not have to stop at the world in order to penetrate into the human being, as one does not have to stop at the human being in mysticism in order to penetrate into the world, but how one can connect the knowledge of the world with the knowledge of the human being. If enough natural science and enough mysticism is pursued in this way, then the possibility will arise for the future spiritual civilization of humanity to fulfill the word that approaches man so powerfully admonishing, the word “know thyself!”

Such knowledge as I have just described, however, differs from the knowledge that is bound to the nervous system, which is essentially knowledge of the head. And allow me to make a personal remark, which is, however, completely factual. As a spiritual researcher trying to penetrate this realm, which I call the realms that one has to pass through before birth and after death, one is aware that you cannot get by with the thinking that otherwise serves you in life. You have to develop a strengthened thinking that engages the whole person. One does not become a medium through this, but the whole human being must be taken up by such thinking. Such thinking penetrates into feeling, into emotion, and even demands that the human being surrender himself to it with the whole content of his will. At the same time, thinking about spiritual content is such that it cannot be incorporated into the memory in the usual way, like any other. Here too I would like to make a personal comment: You see, when a spiritual researcher gives a lecture like the one I am giving here, he cannot prepare it in the same way as other scientific lectures. In that case he would only appeal to memory. But what has come about through such a deepening cannot be assimilated by memory, it must be experienced again and again in every moment. It can be brought down into those regions where we put our knowledge into words, but one must endeavor to do so with one's whole being. And that is why I have a profound experience of only being able to incorporate into human language that which I succeed in researching in the spiritual world. And by incorporating it into human language, it also becomes incorporated into memory; I only succeed when I draw or write down a few lines, so that not only the head but also all the other organ systems are involved. You have to feel the need to take one or the other to help you, because you can't manage it, it fluctuates when you want to grasp it with your head. The important thing is that I express the thought with lines and thus fix it. So you can find whole truckloads of old notebooks of mine that I never look at again. They are not there for that either, but so that what I have laboriously extracted from my mind can be developed to the point where it can be clothed in words and thus brought to the memory. Once it has been written, one has participated in the spiritual production with something else in one's organism than merely with the head, with thoughts, then one is able to hold on to that which wants to escape. The rest of the human organization is initially uninvolved, unconsciously more dormant than the mental processes, and when we incorporate something into our will, we make use of those organs that are in a state that we describe as dormant when we are awake. We are actually only awake in our thoughts and imagination, for the way in which our mental images penetrate into our organism as a volitional decision, to become a movement of the hand or fingers, remains completely shrouded in darkness in ordinary consciousness. Only the spiritual researcher will recognize what happens between the process in the brain and the movement. And so spiritual knowledge, which is not ordinary head knowledge, is entrusted to the whole human organization. By acquiring knowledge of the human being from within the whole human being, one is able to apply this knowledge of the human being, which can take the prenatal and the after-death as a tangible reality, to practical life in a completely different way than one would be able to without this true knowledge of the human being.

Now those who are grounded in anthroposophical research dare, I would say, through a twist of fate that also extends to the other areas of human education, pedagogy and didactics, to introduce human education into practical life. Those who imbibe the knowledge of the human being that has been brought forth from such research as I have mentioned acquire a more refined instinct, a spiritualized instinct, for everything that develops in the human being through the different ages from birth to death. We must then only have the courage to look at human development, the knowledge of which we need, at a higher level, in the same way as we otherwise look at anything with strict scientific methods that lies within the scientific world.

For example, the following arises: We are always thinking about what the effect of the soul and spirit on the physical body of the human being might actually be. But we do not consider that we should not apply the methods of speculation to such questions, but should also apply the methods of observation to such questions. When real observation of human beings is developed humanely, then we see – I am speaking from a popular point of view – how in the first age of the child, from birth to the change of teeth, in a wonderful way the most significant abilities of the human being emerge from the indeterminate depths of his being. We see how the dynamic develops through which the human being, as an upright creature, places himself in the world in his balance, how speech and thought emerge from the depths of the soul and are physically realized. But what we see culminates organically in the change of teeth. This has the peculiarity of being a unique event in human life. What happens during the change of teeth does not repeat itself. In a sense, a conclusion is made with a sum of forces in the human organization. Only someone who does not know this human organization can believe that the change of teeth stands alone. No, it does not stand alone, it stands as the outwardly perceptible expression of what is going on in the whole human organism. The human being is going through something that he will no longer go through in later life, otherwise he would always change his teeth in a periodic sequence. But those who observe the human being are aware of this significant transformation of the spiritual and psychological nature of the human being But this change, which takes place during this epoch of the human being's life, is not observed. If I were to present what educators and didacticians should know, what underlies the human knowledge I want to talk about here, it would go far beyond the scope of a lecture, and so I will just sketch it out.

Take memory, for example. On superficial examination, we say that memory behaves in a certain way up to the change of teeth, then it changes somewhat. But it is something different, the memory before the change of teeth and the memory after the change of teeth. Today, due to our scientific attitude, we do not have the right talent for observation for such intimate expressions of human nature. For a correct observation, it can be seen that the wonderful memory before the change of teeth is nothing more than the completion of habits expressed from within. From the forces of habit, memory is built up until the teeth change. If it is a memory that can be compared to a habitual movement, then one can say that for memory one image follows another.

In short, what we call memory undergoes a metamorphosis when children change teeth around the age of seven. It undergoes a metamorphosis from more physical-bodily experience to spiritual-soul experience. Once one begins with such an observation, further ones arise that are tremendously characteristic of the further development of the human being. For example, when one has acquired the instinct of observation, when one has assimilated the knowledge of spiritual research, one sees that the child, up to the change of teeth, is an imitative being. Of course, one must not take such things crudely, but the child in the first period of life is, so to speak, one single large sense organ. We can compare the whole life of the child in the first period with a single sense organ, we can compare it with the internal organization of the eye. Just as the eye takes in the external world and, through the application of willpower, builds up the image of what is impressed upon the eye organ through the agency of the organic within, so the child is constantly striving to reproduce what is present in its environment through imitation, which emerges from the inner being. The child is entirely sensory organ, entirely active sensory organ. Because the whole being of the child functions as a sense organ, the child not only imitates and inwardly experiences, in a dreamy state, quite unconsciously, what is external movement, gesture, what is speech sound, what is thought in speech sound, but it always arises - and this is the peculiar thing - from this starting point: the imitative child observes the moral significance of the gestures of father and mother. The moral significance of facial expression, for example, finds its counterpart in the child's sense of it; it becomes ingrained in the child, in its physical organization. The child organizes itself right down to the cellular level by empathizing with what is happening in its environment. Only when we consider the implications of this will we be able to distinguish between what is inherited and what is acquired in this way during the first childhood epoch through imitation from the environment. Then we will see the wonderful interaction between the environment and the child, and the real, for the sober-minded observer mystical, concept of the science of heredity will be able to be placed on a completely different footing. But it also shows the special nature that the human being brings with them, in that they enter earthly existence as spiritual-soul beings with an etheric body, which is something that is unfamiliar to today's way of thinking. What characterizes the child is a bodily-religious being. It is actually the case that the child is given over with its body to the physical outer world and its moral content, just as we can be given over in a religious mood to something that reveals itself to us as divine. It is in a bodily-religious mood; because this mood is purely bodily-religious, it does not, of course, have the mood of piety and similar states that later become mental religiosity. But if we follow the development of the human being, we see how what remains in the body until the teeth change then appears differently, how what is completely contained in the bodily-physical in the first epoch moves into impulses of feeling and will. And when we send our children to primary school, we must realize that the inner life of the child undergoes a metamorphosis. After the final point mentioned, which is the change of teeth, what was physical experience is partially left behind in the physical development and appears in a different form as soul and feeling. That which was first in the growth forces, in the plastic formative forces, that which has worked in the body as spiritual-soul during the change of teeth, part of this detaches itself and transforms into the free soul-spiritual after the change of teeth. And what we call growth, what has been working in the body, gradually transforms into the spiritual-soul. If we pay attention to this and are equipped with this knowledge, then we as teachers and educators face the child to be educated with our whole attitude and all our knowledge in the right way. Then we know that in this physical, bodily, sensual being, which is in a religious mood of devotion to its environment, as it grows into a bodily-religious being, the spiritual-soul being that was there in the pre-earthly existence. Let us put ourselves in the shoes of an educator who is confronted with the child in this way. He will be aware of his responsibility, he knows that the spiritual worlds have sent him to guide a being that he has to guess at and unravel through its physical expressions. He will stand before the being in such a way that he devotes himself to helping everything that the child has brought with it from the spiritual and soul worlds to truly come to manifestation. And with reverence for his calling, the educator will stand before the child, seeing with each month, with each year, that all that it has brought with it from the spiritual and soul world is transformed into the physical and bodily. And he will observe the way in which he can influence the child, and he will be able to perceive what was bodily-physical before the transformation, in the first epoch until the change of teeth; in the second epoch, from the change of teeth until sexual maturity, it transforms itself as a transition into the soul, and only with sexual maturity does it transform itself into the spiritual. The human being then presents himself to us in such a way that what has been experienced in his organization in the first years of childhood now comes to expression in his spiritual grasp of the world: the bodily-religious becomes spiritual-religious. Now we can see the connection between what is physical and what becomes soul and spirit. Now we no longer speculate about the physical and bodily, about spirit and soul; now we see how, in the different ages of life in human development, the spiritual and soul-like is directly revealed. Now we gain an understanding of the human being based on the interaction between body and soul, on the basis of observing human beings, which becomes the basis for proper human education.

By the will of fate, the opportunity arose to apply what results from such observation in a practical, didactic and pedagogical way in the years when one is able to guide the destiny of the child. In Stuttgart, Mr. Emil Molt founded the Waldorf School as a free elementary school, to which the lower classes of the middle school were later added. The leadership was given to me. I was now able to apply the methods that result from the human knowledge described above. The aim is to initially leave aside what is otherwise called the “teaching goal”, and to read this from the human development itself.

What I have described is only a rough sketch, but it can be observed from day to day in a new form in the child through the pedagogical instinct that arises from working with the child. Through this, one can see how the child's life unfolds; one can see what dictates what you, as an educator, should bring to the child each week, each month, and that you let the human being's inner being dictate what you, as an educator, should bring to the child. For example, when you first send your child to primary school, it is only natural that he or she should have an aversion to learning to read and write. And that is understandable. Consider that these strange signs, which we call letters and by which we read and write, which are something completely foreign to the human being, have emerged from the original characters in a long cultural development. The original writing emerged from the images and signs of what it represented; it was even closer in expression to what it meant; it was still similar to what one perceived directly. The child who comes to school and is supposed to learn the derived characters feels no affinity with the characters that are foreign to his or her perception. This understanding only awakens with sexual maturity and is quite different from that between the sixth and eighth years and between the fourteenth, fifteenth, sixteenth years of life. The child, because it is only there emotionally, relies on the pictorial, which presents itself to it in the same way as sensory perception and sensory vision. If we recognize this, then we will introduce the right educational impulses for this age; but then we must move on to those things that we have introduced in our school in Stuttgart. The aim is to bring the child to a stage where they can draw by painting and paint by drawing. They should not be engaged only with their heads and eyes, but with their whole being. It is amazing what emerges in terms of pictorial quality when children draw and paint. If this is properly directed, it is possible to develop the letters, writing and reading from what is close to the children. We learn to read after learning to write because reading only involves the head, whereas writing involves the whole person.

This is an example of how we try to achieve, through practical pedagogy and didactics, what human education should achieve, based on knowledge of the human being. The person who looks at how the human being is predisposed in terms of their religious life will also find the opportunity to bring in the moral-religious impulses. In this way, the following is revealed: It is remarkable how children between the ages of nine and ten, in the first third of the second stage of life, go through something like this in this stage of life. All this takes place unconsciously. We see how the child, having changed teeth, makes the transition from being an imitative being to one who, in response to the authority of the educator and teacher, acquires everything. You will believe the person who wrote the “Philosophy of Freedom” thirty years ago when he says that he does not approach you as an advocate for authority, but precisely when you have recognized from that “Philosophy of Freedom” what freedom means , then one can also appreciate that it is out of the lawfulness of the human being that the child, from the change of teeth to the time of sexual maturity, is a being that completely imitates what it sees in its teacher or educator. We see that the child not only wants to model itself on the teacher or educator through language, in accordance with its own inner laws, but that it wants to model itself on the whole of human life. When the child has become immersed in this necessary, self-evident sense of authority, we see how it undergoes a kind of crisis between the ages of nine and ten. Everything happens emotionally and intuitively, the child does not give it any thought, but it approaches the teacher and wants something special. And if we want to put it into words, the child thinks: Until now, the beautiful was beautiful because the teacher and educator thought it was beautiful, until now the true was true because the teacher and educator thought it was true. But from this point on, the child feels: Who justifies this authority before the whole world, where did it get the true and the beautiful as true and beautiful? The child is going through a crisis, it knows nothing of what I have formulated here, it only senses something. And we, as teachers and educators, must observe this moment so that the right word can be spoken from the educator to the child, over and over again, if necessary. For it is a matter of the fact that our actions in this moment of crisis determine the whole of later life, whether it is full of joie de vivre and security or is alienated and inwardly paralyzed.

An educational method of this kind shows us that we, as educators, must do what is beneficial for life as a whole. If we enter into such a study of life, we will see how something that is properly introduced into a child at an early age only comes to fruition in later life. I will give you an example here. We know people who, when they get older, perhaps when they are very old and enter into some society, they do not need to say much, they are something that brings calm, peace, something that blesses into society. These are people who, often only through the nuance of their words, through the way they speak, can have a magnificent effect on their fellow world, with moral impulses, dispensing grace. If we are not satisfied with observing life in shorter periods, and if we make the effort and are able to observe the whole of human life, then we know that such people, who bring such blessings, had the good fortune as children to look up in adoration to other people or to something that was shown to them. From this veneration between the ages of ten and fourteen develops that which makes us benefactors in later life, which, figuratively speaking, I want to say: No hand can rise in blessing in later life that has not learned to fold in prayer in childhood. This is just a pictorial way of indicating how a true knowledge of the human being brings such things to the child that the feeling for moral good and the antipathy for evil grow and live, that they grow as the human body itself grows. One has the feeling that if one brings sharp contours into definitions to the child, it would be as if one were to shackle the child's organism. We must give the child concepts and impulses that can grow like the organism, that can grow spiritually and soulfully, that spiritually carry within them the inner possibility of becoming ever richer and richer, so that later one can look back with joy in one's memory that the child's life has sprouted in the aged human body. I would like to show you with a few pictures how a real knowledge of the human being, gained in the way I described at the beginning of my lecture, can be applied to the education and development of the child. You will see in the Stuttgart School how it will have to prove to you what I have described to you here, how it provides, so to speak, the practical proof of life that exists to a certain degree, even if we want to be modest about the results.

It could now be objected that only those who have undergone what qualifies them to look into the spiritual world can have an interest in such knowledge of man. But it is not so. Although anyone who has gone through the path of knowledge, as described for example in the book “How to Know Higher Worlds,” can verify for themselves what spiritual research says, this is not even necessary for judgment, just as anyone who is not a painter themselves can judge the beauty of a picture. Although only the researcher can describe the spiritual world, those who have retained a healthy sense of judgment can certainly see through the truth or untruth of what is being researched from the spiritual world. Therefore, those who profess this spiritual research should not be portrayed as a sect or as blind.

Anthroposophy does not want to be a sect; it wants to be a continuation of scientific research, which has developed over centuries to its culmination in the nineteenth century, and we are still in the process of developing it today. Only by following these guidelines can it become a true knowledge of the human being and thus the basis for an education that is appropriate for humanity and in keeping with human dignity. For it is not only through knowledge of the world that we can cope in life, since neither science nor mysticism can lead the human being to a full knowledge of his or her own humanity. For it is like breathing: there must be an interaction, a kind of inhalation and exhalation, between knowledge of the world and knowledge of the human being. But such knowledge alone can only be the basis for an education that pursues the spiritual and soul aspects of the human being until they are transformed into the physical and bodily aspects. It is the basis for that aspect of the state of human culture that needs to be transformed. For anyone who looks at today's life will be able to say to himself: This state cannot be transformed by external transformation, it cannot be brought about by it alone, what we desire for the continuation of our civilization, which is threatened, but only by that which comes from the spirit, and only those human deeds and actions that are borne by the spirit will fit in with social progress.

Let me summarize briefly: spiritual knowledge gives man, immersed in spirit, the ideas that can fill his whole being, that can lead to spirit-filled deeds, to spirit-filled actions and to a spirit-filled social, to a spiritual human coexistence steeped in love. And that is what we will most urgently need in the near future.