4. Anthroposophical Spiritual Science and the Great Questions of Civilization in the Present Day

I would like to illustrate what I mean by comparing it. Let us take a five-year-old child and give him a volume of Shakespeare. What would he do with it? He will play with it, leaf through it, tear it up; he will not do what is appropriate with it. But when the child has lived for another ten or fifteen years, he will relate to the volume of Shakespeare quite differently. What has happened? Well, abilities that were inherent in the child have been developed in the child through external intervention by people, through education and teaching. It has become a different being in the course of ten to fifteen years. Intellectual modesty allows the person to say, even when he is an adult, when he has absorbed the current education in science intellectually: you could face nature and the environment in such a way that your approach could be compared to that of a five-year-old child facing Shakespeare's works. There could still be potential in you that can be further developed, so that you become a different being in terms of soul and spirit.