III. Sleep and Death

It should not be denied that—aside from supersensible observations, of course—the proof by means of the forceproducing power of the corresponding thoughts just referred to, is the only one that holds its own if viewed with impartial logic. All other considerations are certainly important, but they all will possess something that offers a point of attack. To be sure, anyone who has acquired a sufficiently unprejudiced point of view will find something in the possibility and actuality of the education of man that has logically effective power of proof for the fact that a spiritual being is struggling for existence within the bodily sheath. He will compare the animal with the human being and say to himself that in the former, its normal characteristics and capacities appear at birth as something definite, which shows clearly how it is predestined by heredity and how it will develop in the outer world. See how the tiny chick from birth carries out vital functions in a definite way. In the human being, however, something enters into relationship with his inner life, through education, that can exist without any connection whatsoever with heredity, and he can make the effects of such outer influences his own. Anyone who teaches knows that forces from the inner being must come to meet such influences. If this is not the case, then all schooling, all education is meaningless. For the unprejudiced educator, there exists a clear-cut boundary between inherited characteristics and those inner human forces that shine through these characteristics originating in former earth lives. True, it is impossible to adduce “weighty” proofs for these things in the same way that certain physical facts may be demonstrated by means of the scales. But then, these things are the intimacies of life, and for the person who has a sense for such things, these impalpable evidences are likewise conclusive, even more conclusive than the obvious reality. That animals can be trained, that is, that they acquire qualities and faculties through education, offers no objection for the one who is able to see the essential thing. Aside from the fact that everywhere in the world transitions are to be found, the results of animal training do not fuse in like manner with the animal's personal nature, as is the case with human beings. It is even emphasized that the abilities the domestic animal acquires through training during its life with man, are inheritable, that is, that they have their effects in the species, not in the individual. Darwin describes how dogs fetch and carry without having learned to do so or having seen it done. Who would assert a similar thing in regard to human education?