Lecture I

Let us consider the development of a human being from earliest childhood onwards. The child first appears in the world showing outwardly in its life and inwardly in its soul nothing of that by which a fully-developed human being finds his orientation in the world through actions and knowledge. There must be education and upbringing in order to draw out of the childlike soul and bodily organism those capacities which have been brought into the world in a dormant or “unripe” state. And we all admit that we cannot in the true sense of the word become active inhabitants of the world if we do not add to our inherited tendencies all those things which can only come by a process of unfolding and drawing them out. Then sooner or later, according to whether we have completed a higher or lower grade of education, we step out into life, having a particular relation to life, having the possibility of unfolding a certain consciousness with regard to our surroundings. Now any one who approaches the intentions of Anthroposophy with true understanding, will say: Why should it not be possible—seeing that it is possible for a child to become something entirely different when its soul-qualities are developed—for such a thing to take place also in a man who is “ripe” according to the standard of to-day? Why should not a man who enters the world fully equipped with the best modern education, also contain hidden capacities in his soul which can be developed further, so that he can progress by means of this development to still further knowledge, and to a practical conduct of life which to some extent can be a continuation of that which has brought him as far as the ordinary state of consciousness?