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Title: The Education of Children From the standpoint of theosophy Author: Rudolf Steiner Release Date: September 20, 2017 [EBook #55586] Language: English Character set encoding: UTF-8 *** START OF THIS PROJECT GUTENBERG EBOOK THE EDUCATION OF CHILDREN *** Produced by Chris Curnow, Les Galloway and the Online Distributed Proofreading Team at http://www.pgdp.net (This file was produced from images generously made available by The Internet Archive) THE EDUCATION OF CHILDREN FROM THE STANDPOINT OF THEOSOPHY BY RUDOLF STEINER PH. D. (VIENNA) AUTHORIZED TRANSLATION FROM THE SECOND GERMAN EDITION AMERICAN EDITION THE RAJPUT PRESS. CHICAGO. 1911 COPYRIGHT 1911, BY WELLER VAN HOOK, IN THE UNITED STATES OF AMERICA IN VIEW OF THE MANY UNAUTHORIZED TRANSLATIONS OF DR. RUDOLF STEINER’S WORKS, THE PUBLISHER BEGS TO GIVE NOTICE THAT ALL AUTHORISED EDITIONS, ISSUED UNDER THE EDITORSHIP OF MR. MAX GYSI, BEAR THE SYMBOL OVERLEAF (CROSS IN PENTAGRAM). MAX GYSI, Editor, “Adyar,” Park Drive, Hampstead, London, N. W. THE EDUCATION OF CHILDREN FROM THE STANDPOINT OF THEOSOPHY (TRANSLATED BY W. B.) Present day life calls into question many things which man has inherited from his ancestors hence the numberless questions of the day, as for example: the Social Problem, the Woman’s Movement, Education and School Questions, Law Reform, Hygiene, Sanitation, and so forth. We try to grapple with these questions in manifold ways. The number of those who bring forward this or that remedy in order to solve this or that question, or at least to contribute something towards its solution, is immeasurably great, and every possible shade of opinion is manifested in these endeavors; radicalism, carrying itself with a revolutionary air; the moderate view, full of respect for existing things and desirous of fashioning out of them something new; or conservatism, up in arms, whenever old institutions and traditions are tampered with; and besides these main attitudes, there are all sorts of intermediary points of view. He who is able to probe deeply into life cannot help feeling one thing with regard to these phenomena—that the claims which are placed before men in our time are met repeatedly by inadequate means. Many would like to re-form life, without really knowing it from its foundations. He who would put forth a proposition as to life in the future, must not content himself with merely learning to know life superficially. He must probe it to its depths. Life is like a plant that contains not only that which is visible to the eye, but also a future condition concealed within its secret depths. He who has before him a plant that is just in leaf, is well aware that later on blossoms and fruit will be added to the leaf-bearing stem. The germs of these blossoms and fruit are already concealed within the plant. But it is impossible for one who merely regards it in its present condition to say how these organs will ultimately appear. Only he who is acquainted with the nature of the plant can do so. Human life also contains within itself the germs for its future. But to be able to say anything about this future one must penetrate into the hidden nature of man, and this, the present age, has no real inclination to do. It busies itself with the surface and thinks itself treading on unsafe ground should it advance into that which is hidden from external observation. With the plant it is true the matter is considerably simpler. We know that its like has often and often brought forth flowers and fruit. Human life exists but once and the flowers which it is to bring forth in the future were not previously there. None the less they exist in human life in embryo, just as much as the flowers of the plant which at present is only just bearing leaves. And it is possible to say something about this future, when one penetrates beneath the surface, into the heart of human nature. The different reformatory ideas of the present can only become really fruitful and practical, when they are the result of this deep research into human life. Theosophy is suited by its very nature to present a practical philosophy, comprehending the whole sphere of human life. Whether or not Theosophy, or that which in our time so often passes for it, is justified in putting forth such a claim, is not the point. The point concerns rather the nature of Theosophy and what, by means of this nature, it is able to accomplish. It ought not to be a colorless theory to satisfy the mere curiosity of knowledge, nor yet a medium for those men who, out of selfishness, would like to win for themselves a higher grade of evolution. It can contribute something to the most important problems of present day Humanity, in the development of its well-being. Of course if it acknowledges a mission of this kind it must expect to meet with all manner of opposition and doubt. Radicals, Moderates and Conservatives of all departments in life will surely raise such doubts against it. For at first it will be unable to please any one party, because its doctrines reach far beyond all party motives. And these doctrines have their roots wholly and solely in the true understanding of life. Only he who understands life will be able to take his lessons from life itself. He will draw up no capricious schemes, for he knows that no other fundamental laws of life will prevail in the future than such as prevail in the present. Theosophy will therefore of necessity have respect for the existing state of things. Even, should it still find in what is existent, very much that might be improved, yet it will not fail to perceive in the present the germs of the future. But it knows, too, that for all things nascent there is a growth and a development. Therefore the germs for a transformation and for a future growth will appear to Theosophy in the existing state of things. It invents no schemes, it only calls them forth from what already exists. But that which is so called forth becomes in a certain sense itself a scheme, for it contains within itself the nature of evolution. For this very reason the theosophical way of delving into the nature of man must yield the most fruitful and practical means for the solution of the vitally important questions of the present time. It is my purpose to apply this to one such question, namely that of education. We do not intend to advance any claims or pronounce a learned dissertation, but to portray simply the child nature. From a study of the nature of the growing man, the educational standpoint here suggested will develop quite naturally. But to proceed rightly with such a study it is necessary to contemplate the hidden nature of man in general. That which is cognised by the physical perception, that which the materialistic view of life considers to be the only 6 7 8 9 10 11 12 13 important element in the nature of man, namely, his physical body, forms, according to spiritual research, only a part, a principle of human nature. This physical body is subject to the same laws of physical life, is composed of the same matter and forces, as all the rest of the so-called lifeless world. Theosophy, therefore, maintains that man possesses this physical aspect in common with the whole of the mineral kingdom. And it considers as physical body that part only in man which is able to mix, unite, to build up and to dissolve the very same materials, and after identical laws, as are also at work in the mineral world. Now besides this physical body, Theosophy recognizes a second element in the constitution of man—namely a vital or etheric body. And that there may be no cause for the physicist to reject the term etheric body we would point out that etheric is here used in a different sense from the hypothetical ether of physics, and it must be taken to mean here that which is about to be described. It has been considered for some time past a most unscientific proceeding to speak of an “etheric body” of this kind. At the end of the eighteenth and in the first half of the nineteenth century, it is true, it was not considered “unscientific.” It was then said that matter and force operating in a mineral could not of their own power form themselves into a living being. For this there must be an especial indwelling “force,” which was termed “vital force.” It was represented indeed that such a force operates in plants, in animals, and in human bodies, and produces the phenomena of life just as magnetic force in the magnet causes attraction. In the succeeding period of materialism this theory had been abandoned. It was then said that a living being builds itself up in the same way as a so-called lifeless being; no other forces prevail in an organism than those which are in the mineral—they only operate in a more complicated manner; they build up a more complex structure. At the present time, only the most obstinate materialists cling to this denial of the “vital force.” A number of natural philosophers have taught that one must nevertheless admit some such thing as a vital force of a life- principle. Thus the new science approaches in a certain sense the teaching of Theosophy in regard to the vital body. Nevertheless there is a considerable difference between the two. Science today, by means of intellectual observations founded on the facts of ordinary perception, has accepted the idea of a kind of vital force. But this is not the method of a truly spiritual research, such as Theosophy aims at, and from the results of which proceed the theosophical teachings. It cannot be pointed out too often, how Theosophy on this point differs from the current science of the day. The latter considers the experience of the senses to be the basis of all knowledge, and whatever is not built upon this basis it treats as unknowable. From the impressions of the senses it draws deductions and conclusions. But anything that goes further it puts aside, as being beyond the limits of human knowledge. To Theosophy such a prospect resembles the view of a blind man who only takes into consideration those things that he can touch, and what he may infer from the touched object by reasoning, but who sets aside the statements of those who can see as being beyond the faculty of human perception. For Theosophy shows that man is capable of evolution, that through the developing of new organs he may conquer for himself new worlds. Around the blind man there is color and light, but he cannot perceive them, because he does not possess the requisite organs. Around man, so Theosophy teaches, there are many worlds, and he can observe them, if only he develops the organs necessary for the purpose. Even as the blind man looks upon a new world as soon as he has undergone a successful operation, so can man, through the developing of higher organs, perceive worlds quite different from those which he observed at first with his ordinary senses. Now whether or not it is possible to operate on one who is bodily blind depends on the conditions of the organs; but those higher organs by which one may penetrate into the upper worlds, exist in embryo in every human being. Anyone can develop them, who has the patience, endurance and energy to make use of those methods which are described in my two books entitled “The Way of Initiation” and “Initiation and Its Results.”1 Theosophy does not speak of limitations to man’s knowledge through his organism; but says, on the contrary, that he is surrounded by worlds for which he has the organs of perception. It indicates the means by which to extend the temporary limits. It also occupies itself with the investigation of the vital, or etheric body, and to what in the following may be called the yet higher principles of human nature. It admits that only the physical body can be accessible to the investigation of the bodily senses, and that from this standpoint one can at most only chance on something higher by a train of reasoning. But it gives information as to how one can open up for oneself a world in which these higher principles of human nature appear before the observer, just as the colors and light of objects appear before the blind- born person after his operation. For those who have developed the higher organs of perception, the etheric or vital body is an object of actual observation, and not a theory resulting from intellectual activity or a train of reasoning. Man has this etheric, or vital body, in common with the plants and animals. It causes the matter and forces of the physical body to form themselves into the manifestations of growth, of reproduction, of the internal motions of the fluids, etc. It is also the builder and sculptor of the physical body, its inhabitant and its architect. The physical body can therefore also be called an image or expression of this vital body. Both are approximately the same in man as regards form and size, yet they are by no means quite alike. But the etheric body in animals and still more in plants, differs considerably from the physical body with regard to its shape and dimension. The third principle of the human being is the so-called body of feeling, or astral body. It is the vehicle of pain and pleasure, of impulse, desire, passion, and so forth. An entity composed merely of a physical and an etheric body has nothing of all this, to which may be ascribed the term—sensation. The plant has no sensation. If many a learned man of our time concludes that plants have a certain power of sensation, from the fact that many of them respond to a stimulus, by movement, or in other ways, he merely shows that he does not know the essence of sensation. The point is, not 14 15 16 17 18 19 20 21 22 whether the being in question responds to an outward stimulus, but rather whether the stimulus reflects itself through an inner experience, such as pleasure or pain, impulse, desire, etc. If this be not the standard of sensation, one would be justified in asserting that blue litmus paper has a sense of feeling for certain substances, because on coming into contact with them, it turns red.2 Man has the astral body in common with the animal world only. It is thus the medium for the life of sensation and feeling. One must not fall into the error of certain theosophical circles and think that the etheric body and astral body consist merely of finer matter than that which exists in the physical body. For this would mean simply the materialisation of these higher principles of human nature. The etheric body is a form of living forces; it is composed of active forces, but not of matter—and the astral body or body of feeling is a form consisting of colored luminous pictures revolving within themselves.3 The astral body differs in form and size from the physical body. It appears in man in the form of an oblong egg, in which the physical and the etheric bodies are embedded. It projects on all sides beyond these two like a luminous cloud. Now in the nature of man there is a fourth principle which he does not share with other earthly creatures. This is the vehicle of the human “I”. The little word “I” as we call it in English is a word that separates itself from all other words. He who duly reflects on the nature of this word, gains access at the same time to an understanding of human nature. Every other word may be used by all men in the same way to suit some corresponding object. Anyone can call a table “table,” any one can call a chair “chair,” but with the word “I” it is not so. No one can use it as an indication of some one else, for each person can only speak of himself as “I”. Never can the word “I” sound in my ears as a reference to myself. For a man in designating himself “I”, must name himself within himself. A being that can say to himself “I” is a world in himself. Those religions which are built up on the basis of Theosophy have always felt this. They have therefore said that with the “ego” the God begins to speak within—the God who, among lower beings, is manifested only from without in the surrounding phenomena. The vehicle of this lastly developed capacity is now “the body of the ego,” the fourth principle of the human being.4 This body of the ego is the vehicle of the higher human soul, and through it man is the crown of all earthly creation. But the ego in present humanity is by no means a simple entity. Its nature can be recognized when a comparison is made between men of different stages of evolution. Take for instance the uneducated savage and the average European, and compare these again with a lofty idealist. Each one of them has the faculty of saying to himself “I” for the “body of the ego” is existent in each of them. But the uncivilized savage gives way with this “I” to his passions, his impulses and appetites, almost like an animal. The more highly developed man allows himself to follow certain inclinations and desires, others he checks or suppresses. The idealist has formed, in addition to the original inclinations and passions, others that are higher. This is all due to the fact that the “ego” has been at work on the other principles of the human being. And it is precisely the mission of the “ego” to ennoble and purify the other principles by its own power. So the lower principles, under the influence of the “ego,” have become more or less changed within a man who has surmounted the conditions in which the outer world has placed him. Take the case of the man who is just raising himself above the level of the animal—when his “ego” flashes out he still resembles the animal with regard to his lower principles. His etheric or vital body is solely the medium of the living constructive forces of growth and propagation. His astral body only gives expression to such impulses, desires and passions as are stimulated by his outer nature. All the time that the man is struggling on through successive lives, or incarnations, from this degree of culture to an ever higher evolution, his ego is remodelling the other principles. In this way the astral body becomes the medium of purified pleasurable and unpleasurable sensations, refined desires and longings. And the etheric, or vital body, also transforms itself. It becomes the vehicle of habits, of permanent inclinations of temperament and of memory. A man whose ego has not yet influenced his vital body has no remembrance of the experiences he undergoes. He lives just as he has been brought up by Nature. The whole development of civilisation expresses itself for man in this working of the ego upon the subordinate principles. This working penetrates even to the physical body. Under the influence of the ego, the physiognomy, the gestures and movements, the whole appearance of the physical body, change. One can also discern how differently the various mediums of civilisation affect the individual principles of the human being. The common factors of civilisation influence the astral body. They bring to it other kinds of pleasure, displeasure, impulse, etc., than it originally had. Absorption in a work of art influences the etheric body, for a man obtains through a work of art, the presentiment of something higher and nobler than that which is offered by the environment of the senses, and thus transforms his vital body. A powerful means for the purification and ennoblement of the etheric body is religion. Religious impulses have, in this way, their sublime mission in the evolution of humanity. That which is called conscience is nothing but the result of the work of the ego on the vital body, through a succession of incarnations. When a man perceives that he must not do certain things, and when through this perception, an impression is made on him, deep enough to communicate itself to his etheric body, the conscience begins to be formed. Now this work of the ego on the subordinate principles can either be one that belongs rather to the whole human race, 23 24 25 26 27 28 29 30 31 32 or it can be quite individually a work of the single ego upon itself. In the first change of man, to a certain extent, the whole human race takes part; the latter must depend on the inner activity of the ego. When the ego grows strong enough entirely to remodel the astral body through its own strength, then that which the ego makes of this astral body or body of feeling is called the “Spirit-Self” (Geistesselbst)5 or as they say in the East, Manas. This transformation consists essentially in an imbuing, in an enriching of the inner being with higher ideas and perceptions. But the ego can arrive at yet higher and more intimate work with regard to the special entity of man. This occurs when not merely the astral body is enriched, but when the etheric or vital body becomes transformed. Man learns a certain amount in the course of life, and when he looks back on his life from any point, he is able to say to himself: “I have learnt much,” but how much less is he able to speak of a change of temperament and character, of an improvement or deterioration of the memory, during life. Learning affects the astral body, whilst the latter transformations affect the ethic or vital body. It would therefore be no inapt simile to compare the change of the astral body in life to the movement of the minute-hand of the clock, the change of the vital body to that of the hour-hand. When a man enters upon the higher, or so-called occult training, the chief thing to bear in mind is that he at once begins this latter transformation by the innermost might of the ego. He must work quite consciously and individually at the changing of habits, temperament, character, memory, etc. As much of this vital body as he works upon in this way becomes transformed into the “Life-Spirit” (Lebensgeist), or as the Eastern expression has it, into Buddhi. On a yet higher stage of evolution man attains to powers by which he can effect a transformation of his physical body (as for example, changing the pulse and the circulation of the blood). As much of the physical body as is transformed in this way, is called “Spirit-Man” (Geistesmensch)—Atma. The changes which are effected in the lower principles by man, not as an individual, but rather as a whole group of the human race, or a part of it, such as a nation, a tribe, or a family—have in Theosophy, the following names. The astral body, or body of feeling, when transformed by the ego is called the emotional soul; the transformed etheric body becomes the rational soul, and the transformed physical body, the self-conscious soul. But it is not to be supposed that the transformation of these three principles takes place successively. It takes place in all three bodies simultaneously, from the moment when the ego flashes out. Indeed the work of the ego is not generally speaking perceptible until a part of the self-conscious soul is formed. It is seen from the foregoing paragraph that there are four principles in the Being of Man: the physical body, the etheric or vital body, the astral or body of feeling and the ego-body;—the emotional soul, the rational soul, the self-conscious soul—and indeed the yet higher principles of human nature also,—the Spirit-Self (Manas), the Life-Spirit (Buddhi), the Spirit-Man (Atma) appear as the products of the transformation of these four principles. In speaking about the sources of our human capacities, only these four principles can be taken into account. As a teacher works upon these four principles of the human constitution, one must, in order to work in the right way, penetrate into the nature of these divisions of man. Now it must by no means be imagined that these parts develop themselves in man in such a way that at any one moment of his life—say at his birth—they are all equally advanced. On the contrary their development takes place at the various life-periods in a different way. And the right foundations for education and instruction depend on the knowledge of this law of the evolution of human nature. Before physical birth the nascent human being is enclosed on all sides by an alien physical body. It does not come into contact independently with the outward physical world. The physical body of the mother forms its environment. This body alone can influence the maturing fœtus. Physical birth consists precisely in the fact that the physical body of the mother releases the child, thereby causing the surroundings of the physical world to influence him immediately. The senses open themselves to the outward world, and this latter is thereby able to exercise those influences over the child which were previously exercised by the physical body of the mother. For a spiritual comprehension of the world such as is represented by Theosophy, the physical body is then actually born, but not yet the etheric or vital body. As the child until the moment of its birth is surrounded by the physical body of the mother, so too until the time of his second teeth, about the age of seven, is he surrounded by an etheric and an astral covering. Not until the time of the change of teeth does the etheric covering release the etheric body. Then until the time of puberty there still remains an astral covering.6 At this period the astral or desire body also becomes free on all sides, as did the physical body at the time of the physical birth and the etheric body at the time of the second teeth. Thus then, Theosophy must speak of three births of man. Certain impressions, which are intended to reach the etheric body can reach it as little, up to the time of the second teeth, as the light and air of the physical world can reach the physical body while it remains in the womb of the mother. Before the coming of the second teeth the free vital body is not at work. As the physical body, whilst in the womb of the mother, receives powers which are not its own, and within that protective covering gradually develops its own, so is this also the case with these later powers of growth, until the time of the second teeth. Only at this period does the etheric body perfect its own powers in conjunction with the inherited and alien ones. During this time, while the etheric body is freeing itself, the physical body is already independent. The etheric body which is gradually freeing itself, perfects that which it has to give to the physical body. And the final point of this work is the child’s own teeth, which come in the place of those he has inherited. They are the densest things embedded in the physical body and therefore at this period appear last. 33 34 35 36 37 38 39 40 41 42 43 After this period, the child’s own etheric body takes care of its growth alone. Only the latter still remains under the influence of an enveloped astral body. As soon as the astral body becomes free as well, a period is terminated for the etheric body. This termination takes place at the time of puberty. The reproductive organs become independent, because from henceforth the free astral body does not work inwardly, but openly encounters the external world. As one is not able to let the influences of the outward world affect the child physically before it is born, so those powers (which are the same to him as the impressions of the physical surroundings to the physical body) should not be allowed to affect the etheric body before the time of the second teeth. And the corresponding influences upon the astral body ought only to be brought into play at the time of puberty. Common phrases, such as, “the harmonious training of all the powers and talents,” and the like cannot form the foundation for a true system of education, for this can only be built upon a genuine knowledge of the human being. We do not mean to affirm that the above-mentioned phrases are incorrect, but only that they are as valueless as if one were to say with regard to a machine, that all its parts must be brought into harmonious working order. Only he who approaches it, not with mere phrases, but with a real knowledge of the particular kind of machine, can handle it. This applies also to the art of education, to the knowledge of the principles in a human being and of their individual developments; one must know which part of the human being should be influenced at a certain time of life, and how to bring such influences to bear upon him in a suitable manner. There is indeed no doubt that a really intelligent system of education, such as is outlined in these pages, can make its way but slowly. This is due to the manner of viewing things in our day, wherein the facts of the spiritual world will still be considered for a long time as merely the overflow of a mad fantasy, while common-place and entirely superficial phrases will be regarded as the result of a really practical way of thinking. We shall here proceed to give a free outline of what will be considered by many at the present time a mere mirage of the fancy, but which will in time come to be an accepted fact. At physical birth, the physical human body is exposed to the physical environment of the external world, whilst previously it was encircled by the protective body of the mother. That which the forces and fluids of the mother’s body did to it previously must now be done by the forces and elements of the outer physical world. Up to the time of the second teething, at the age of seven, the human body has a mission to perform for itself, which is essentially different from the missions of all the other life-epochs. The physical organs must form themselves into certain shapes during this time; then structural proportions must take definite directions and tendencies. Later on growth takes place, but this growth in all future time proceeds on the bases of the shapes which were in process of formation until the time mentioned. If normal shapes have been forming themselves, normal shapes will afterwards grow, and conversely from abnormal bases will proceed abnormal results. One cannot make amends in all the succeeding years for that which, as guardian, one has neglected during the first seven years. As the right environment for the physical human body is provided by Nature, before birth, so after birth it is the duty of the guardian to provide it. Only this correct physical environment influences the child in such a way that his physical organs mould themselves into the normal forms. There are two magic words which epitomise the relation which is formed between the child and its environment. These are: Imitation and Example. Aristotle, the Greek philosopher, called man the most imitative of animals, and for no other period of life is this more applicable than for the age of childhood up to the time of the second teething. The child imitates whatever takes place in its physical environment, and in the imitation his physical organs mould themselves into the forms which then remain to them. The term physical environment is to be taken in the widest sense imaginable. To it belongs not only that which takes place materially round the child, but everything that is enacted in his surroundings, everything that may be observed by his senses, everything that from all points of physical space can influence his spiritual forces. To it also belong all actions, moral or immoral, sensible or foolish, that the child may see. It is not by moral texts, nor by rational precepts, but by what is done visibly before the child by the grown-up people around him, that he is influenced in the manner indicated. Instruction produces effects only upon the etheric body, not upon the physical, and up to the age of seven the etheric body is surrounded by a protective etheric shell, just as the physical body until physical birth is surrounded by the body of the mother. That which ought to be developed in this etheric body in the way of ideas, habits, memory, etc., before the age of seven, must develop itself “spontaneously,” in the same way as the eyes and ears develop themselves in the womb of the mother without the influence of the external light. It is written in an excellent educational book, Jean Paul’s Levana or Pedagogics, that a world-traveller learns more from his nurse in his early years than in all of his travels put together. This is undoubtedly true, but the child does not learn by instruction, but by imitation. And his physical organs form themselves through the influence of his physical surroundings. A healthy vision is formed when the right colors and conditions of light are brought into the child’s environment, and the physical foundations for a healthy moral nature are formed in the brain and in the circulation of the blood, when the child sees moral things in his environment. When the child, up to the age of seven, sees only foolish actions taking place around him, his brain assumes such forms as to make him also, in later life, capable only of foolishness. As the muscles of the hand grow strong and powerful when they do work suitable for them, so the brain and the other organs of the physical human body will be directed towards the right path, if they receive the right impressions from their environment. An example will best illustrate the point in question. A doll can be made out of an old piece of cloth, by making two corners serve for arms, two for legs and a knot for the head, with the eyes, nose and mouth painted in ink —or a so-called “beautiful” doll can be bought with real hair and painted cheeks, and given to the child. The latter, it is hardly necessary to say, is really horrible, and is calculated to ruin the child’s sound aesthetic taste for life. Here the 44 45 46 47 48 49 50 51 52 53 question of education is quite a different one. If the child has the rag-doll to look at, it has to complete out of its own imagination the impression of a human being which the doll is intended to convey. This work of the imagination helps to build up the forms of the brain, so that it opens up as the muscles of the hand expand by doing their natural work. When the child possesses the so-called “beautiful doll,” there is nothing further for the brain to do. It becomes, as it were, stunted and dried up, instead of expanding itself. If people could look into the brain after the manner of the occultist and see it building itself up into forms, they would certainly only give their children that kind of plaything which is really able to stimulate the creative powers of the brain. All toys that are only composed of dead mathematical forms have a desolating and deadening effect on the child’s formative powers, whilst on the other hand everything that stimulates the perception of something living tends to influence in the right direction. Our materialistic age produces but few good toys —such for instance as that in which two movable pieces of wood are made to represent two smiths facing one another and hammering at some object. Such things may still be bought in the country. Very good also are those picture books in which the figures are made to be pulled by strings, thus enabling the child to transform the dead picture into a representation of action. All this produces an inner activity of the organs, and out of this activity the right form of the organs builds itself up. Of course these things can only just be indicated here, but in the future occult science will be called upon to point out that which in each particular case is necessary, and this it is able to do. For it is not an empty abstraction, but a body of vital facts quite able to furnish the guiding-lines for practical matters. One or two further examples will serve as illustrations. According to occult science a so-called nervous excitable child should be treated differently from a lethargic and inactive one, with regard to its surroundings. Everything must be taken into consideration, from the color of the room and the various objects by which the child is generally surrounded, to the color of the clothes in which it is dressed. One may often do the wrong thing, unless willing to be guided by occult science, for a materialistic tendency will in many cases hit on just the opposite of what is right. An excitable child should be clothed and surrounded with red or reddish-yellow colors, whilst for the opposite type of child, blue or bluish-green should be selected. For, in accordance with the color used outwardly is the complementary color produced inwardly. Thus, for instance, green is produced by red; orange-yellow by blue, and of this one may easily be convinced by looking for a time on a spot of a particular color and then quickly directing the eyes to a white surface. This complementary color is produced by the physical organs of the child, and in turn reacts upon the corresponding organic structures necessary to the child. Red in the environment of an excitable child produces inwardly the green complementary picture. The activity thus produced by the sensation of green has a calming effect and the organs take upon themselves the tendency to composure. One rule must invariably be taken into consideration at this period of life—that the physical body has to create for itself the standard of what is suitable to it. It does this through the corresponding development of desire. Generally speaking it may be said that the healthy physical body desires only what is good for it. And as long as it is a question only of the physical body of the growing child, one ought to notice carefully what it is that is sought by the healthy desires, cravings and pleasures. Joy and pleasure are the powers which draw out the physical forms of the organs, in the best way. A very great error may be committed in this direction by not placing the child in the suitable physical conditions with regard to its environment. This can especially be the case with regard to the instinct of nourishment. The child can be overfed with things that make him completely lose healthy instincts of nourishment, whilst through correct feeding they can be preserved for him so fully, that he will ask (even to a glass of water) for that which under given circumstances is good for him, and will refuse anything that may be harmful. When occult science is called upon to construct a system of education, it will be able to specify, even to the particular articles of nourishment and table luxuries, all that has here to be considered. For it is a practical teaching, applicable to life, and no mere colorless theory—as indeed one might suppose, from the mistakes of many Theosophists of today. Among the forces therefore which affect the physical organs by moulding them, must be included an element of joy with and amid the surroundings. Let the guardian be cheerful of countenance, and above all things let there be true and not artificial love—a love that flowing warmly through the physical environment, as it were, incubates, in the true sense of the word, the forms of the physical organs. When within such an atmosphere of love, the imitation of healthy models is possible, the child is in his right element. Special attention should therefore be given that nothing may happen in the child’s environment that he should not imitate. Nothing should be done that would necessitate saying to the child “You must not do that.” Of the way in which the child tries to imitate, one may be convinced by observing how it can copy written letters long before it can understand them. It is indeed an advisable thing for the child to copy the written characters first, and then later to learn their meaning. For imitation belongs to the developing stage of the physical body, whilst the mind responds to the etheric body, and this latter ought only to be influenced after the time of the second teeth, when its outer etheric covering is gone. Especially should the learning of speech by means of imitation take place in these years. For by hearing the child best learns to speak. All rules and artificial teaching can do no good at all. In the early years of childhood it is especially important that such means of education as, for instance, songs for children should make as beautiful a rhythmic impression on the senses as possible. The importance lies in the beautiful sound rather than in the sense. The more invigorating the effect which anything can have upon the eye and ear, the better it is. The power of building up the organs which lies in dancing movements when put to a musical rhythm, for example, must not be under-estimated. 54 55 56 57 58 59 60 61 62 With the change of teeth the etheric body throws off its outer covering, and then the time begins in which the training of the etheric body may be carried on from without. One must be clear as to what it is that can influence the etheric body in this way. The transformation and growth of the etheric body signify, respectively, the transformation and development of the affections, the habits, conscience, character, memory and temperament. One is able to influence the etheric body by pictures, by example, by regulated guidance of the imagination. Just as the child, until it has reached the age of seven, ought to be given a physical model which it can imitate, so too, in the environment of the developing child, between the period of the second teeth and that of puberty, everything should be brought into play that possesses an inner sense and value upon which the child may direct his attention. All that conduces to thought, all that works through image and parable, has now its rightful place. The etheric body develops its power when a well regulated imagination is directed upon that which it can unravel or extract for its guidance from living images and parables, or from such as are addressed to the spirit. It is concrete and not abstract ideas that can rightly influence the growing body—ideas that are spiritually rather than materially concrete. A spiritual standpoint is the right means of education during these years. It is therefore of paramount importance that the youth at this period has around him in his guardians themselves personalities through whose points of view the desirable intellectual and moral powers may be awakened in him. As “imitation” and “example” are the magic words for the training of children in their early years, so for the years now in question the corresponding words are “hero-worship” and “authority.” Natural and not forced authority must supply the immediate spiritual standpoint, with the help of which the youth forms for himself conscience, habits and inclinations, brings his temperament into regulated paths, and wins his own outlook on this world. The beautiful words of the poet: “Everyone must choose his own hero, in whose steps he may find the way to Olympus,” are of special value with regard to this epoch of life. Veneration and reverence are powers that assist the etheric body to grow in the right way. And he to whom it is impossible, during this period, to look up to anyone with unlimited reverence, will have to suffer on that account for the rest of his life. When this veneration is missing, the vital forces of the etheric body are checked. Picture to yourself the following in its effect on the youthful disposition: a boy of eight years of age is told of a person highly esteemed. All that he hears about him fills him with holy awe. The day draws near on which he is to see this honored person for the first time. A profound reverence overcomes him when he hears the bell-ring at the door, behind which the object of his veneration is to become visible. The beautiful feelings which are produced by such an experience, belong to the lasting acquisitions of life. And that man is fortunate, who not only during the happy moments of life, but continuously, is able to look up to his teachers and instructors as to his natural authorities. To these living authorities, to these embodiments of moral and intellectual power, must be added the authorities perceived of the spirit. The grand examples of history, the tales of model men and women, must fix the conscience and the intellectual tendency—and not abstract moral truths, which can only do their right work, when, at the age of puberty, the astral body is freed from its astral covering. One ought especially to guide the teaching of history into courses determined by such points of view. Before the time of the second teeth, the stories, fairy tales, etc., which are told to the child, can only have for their aim, joy, recreation, and pleasure. After this time it will be necessary to use forethought concerning the matter that is to be related, so that pictures of life, such as he can beneficially emulate, may be set before the soul of the young person. It must not be overlooked that bad habits can be ousted by pictures correspondingly repulsive. Warnings against such bad habits and tendencies are at best of little avail, but if one were to let the living picture of a bad man affect the youthful imagination, explaining the result to which the tendency in question leads, one would do much toward its extermination. One thing to bear always in mind is, that it is not abstract representations that influence the developing etheric body, but living pictures in their spiritual clearness, and, of course, these latter must be applied with the utmost tact, for otherwise the opposite to what is desired will be the result. In the matter of stories it is always a question of the way in which they are told. The verbal narration of a tale can therefore not be successfully replaced by a reading of it. During the time between the second teeth and puberty, the spiritually pictorial, or, as one might also call it, the symbolical representation, ought to be considered in yet another way. It is necessary that the young person should learn to know the secrets of nature, the laws of life, as far as possible through symbols and not by the means of dry and intellectual ideas. Allegories about the spiritual relation of things ought so to reach the soul that the law and order of existence underlying the allegories is rather perceived and divined, than grasped by the means of intellectual ideas. The saying that “all things transient are only symbols” ought to form an all-important motto for the education during this period. It is very important for a person to receive the secrets of nature in allegories before they appear to his soul in the form of natural laws, etc. An example will make this clear. Supposing one wished to speak to a young person of the immortality of the soul, of its going forth from the body, one might as an instance make the comparison of the butterfly emerging from the chrysalis. As the butterfly comes forth from the chrysalis, so the soul comes forth from the shell of the body after death. No one who has not previously received them by means of some such image, will adequately grasp the right facts in the abstract ideas. For by such a simile one speaks not only to the intellect, but also to the sensations and feelings, to the whole soul. The youth having gone through all this, approaches the matter in quite a different attitude of mind when it is given to him later in intellectual conceptions. Indeed the man who cannot first approach the riddle of 63 64 65 66 67 68 69 70 71 existence with this feeling is much to be pitied. It is necessary that the teacher should have similes at his disposal for all natural laws and secrets of the world. In this matter it is quite clear what an enriching effect occult science must have upon practical life. Any one constructing from a materialistic and intellectual mode of representation, similes for himself and then propounding them to young people, will usually make but little impression upon them. For such a person ought first to puzzle out the similes himself with all his mental capacities. Those similes which one has not first applied for oneself, do not have a convincing effect on those to whom they are imparted. When one talks to somebody in parables, then he is not only influenced by what one says or shows, but there passes a fine spiritual stream from the speaker to the hearer. Unless the speaker himself has an ardent feeling of belief in his similes, he will make no impression on the one to whom he gives them. In order to create a right influence, one must believe in one’s similes oneself as if in realities; and that can only be done when one possesses the mystical tendency, and when the similes themselves are born of occult science. The real occultist does not need to worry about the above-mentioned simile of the soul going forth from the body, because for him it is a truth. To him the butterfly evolving from the chrysalis represents the same experience on a lower stage of nature’s existence as the going forth of the soul from the body at a higher stage development. He believes in it with all his might, and this belief flows forth as if in invisible streams from the speaker to the listener, and inspires conviction. Direct life-streams then flow forth from teacher to pupil. But for this end it is necessary for the teacher to draw from the full source of occult science; it is necessary that his word and all that goes forth from him, should be clothed with feeling, warmth and glowing emotion from the true occult view of life. For this reveals a magnificent perspective of the whole subject of education. Once the latter allows itsel...