The Rudolf Steiner Archive

About the Anthroposophical Education Conference in Holland

[ 1 ] On behalf of the Dutch friends of anthroposophy, Dr. FE. W. Zeylmans v. Emmichoven (on behalf of the Executive Council of the Anthroposophical Society) and E. Mulder-Seelig (on behalf of the teachers of the “Free School”) organized an anthroposophical education conference in Holland from July 17 to 24.

[ 2 ] We had a satisfying experience with this conference. Some of the lectures, both educational and public ones on medicine, were also intended for non-members of the Anthroposophical Society. In addition to the members who had come from many different places, many non-members attended the educational lectures, so that the total number of listeners was around 250. The public lectures were very well attended.

[ 3 ] The entire board of the Dutch association was present. From the board at the Goetheanum, the following were present: besides myself, the secretary Dr. I. Wegman, then Mrs. Marie Steiner, Miss Dr. L. Vreede, and Dr. Wachsmuth. In addition to myself, the speakers were Dr. Zeylmans van Emmichoven, Dr. Schubert, Dr. v. Baravalle, and the teachers of the “Free School,” Stibbe and v. Bemmelen. In addition, two courses on language arts, one general and one for advanced students, were given by Mrs. Marie Steiner.

[ 4 ] My activities included: a pedagogical course in nine lectures on the topic “The pedagogical value of human knowledge and the cultural value of pedagogy,” three public lectures on the topic “What can the art of healing gain from a Spiritual Science perspective?”, as well as three member lectures and two class lessons.

[ 5 ] In the educational lectures, I set myself the task this time of elaborating on the essence of genuine knowledge of human beings and its significance for educators and teachers in such a way that it became clear how educational measures can be inspired by a living insight into body, soul, and spirit in such a way that they enable the whole human being in the child to develop in all respects. I explained how much educators need to know about healthy and sick people and how the educator's attitude, which permeates this essence, works in the art of education. I described the extent to which the concept of karma, the connection between fate and destiny that manifests itself in children, should be effective in the educator's state of mind. The subject of the lectures was how educational measures promote or inhibit the soul, how the healthy development of the child can be properly guided, how illness can be prevented, or how it can be dealt with if it occurs. The example of the Waldorf school was used to show how a living knowledge of the human being can be brought into the school organism. The leitmotif of the lecture series was: true pedagogical art must, through the life that the educator develops in his knowledge of human beings, bring about a living way of educating, so that the child truly receives life in body, soul, and spirit. Bringing about life through life. The significance of the education of the developing human being for the development of humanity as a whole was illustrated.

[ 6 ] In the public lectures on the art of healing, I attempted to show how anthroposophical knowledge of the human organism sheds light on the nature of illness, and how this can lead to a view of illness that results in an understanding of the necessary healing process. Anthroposophy is capable of imparting, alongside knowledge of the human being, such insight into the substances and processes of the non-human world that one can show, for example, how a substance counteracts proliferation or atrophy in the human organism. This was discussed using the example of silicic acid. Reference was made to the position of the Clinical-Therapeutic Institute, which is led by my dear colleague Dr. I. Wegman in an anthroposophical sense, in such a way that the ancient connection between the art of healing and the knowledge that lives in worldview is being sought again in a new form. This connection existed in the mysteries; it must be achieved again. It was then possible to show how the remedy and healing process arise from the perception of illness. The nature of the remedies produced by the International Laboratory Society in Arlesheim was demonstrated. The lively participation in the courses on the art of speech given by Marie Steiner shows that the importance of “being able to speak” is met with a growing understanding. In the artistic shaping of language, the healthy interaction and harmonization of body, soul, and spirit is revealed. The body shows whether it is able to integrate the spirit in the right way; the soul reveals whether the spirit lives in it in a true way; and the spirit manifests itself vividly in its immediate physical effect. Those participating in language courses thus experience the revelation of anthroposophy in human activity in a very direct way. It can be seen as a test of anthroposophy that it is able to revive the art of language in its full meaning, which has been brought into a helpless situation by materialism in worldview.

[ 7 ] The branch lectures presented how the view of the supersensible element in human development leads to an understanding of the tasks incumbent upon the anthroposophical movement. What can be called the “Michaelic” guidance of humanity in a supersensible event in ancient times from the seventh century BC to the time of Alexander, and then again in our present time, was presented. Such a presentation must inspire the enthusiasm that should permeate the life of the Anthroposophical Society. Dr. Zeylmans' lecture, given in Dutch, dealt with the relationship between anthroposophy and physiological and pathological knowledge of the human being, and was described by Dr. I. Wegman as an outstanding achievement.

[ 8 ] A sample of eurythmy by the children of the “Free School” fitted well into the program.

[ 9 ] Our Dutch friends made every effort to ensure that this event was a dignified one; they deserve the heartfelt thanks of all those who share in the flourishing of the anthroposophical movement.

Further guiding principles issued by the Anthroposophical Society from the Goetheanum

[ 10 ] 72. As soon as one approaches the higher members of the human being: the etheric body, the astral body, and the ego organization, one is compelled to seek the relationship of the human being to the beings of the spiritual realms. Only the physical body organization can be illuminated from the three physical realms of nature.

[ 11 ] 73. In the etheric body, the intelligence of the cosmos is integrated into the human being. For this to happen, the activity of world beings is required, who in their interaction shape the human etheric body in the same way as the physical forces shape the physical body.

[ 12 ] 74. In the astral body, the spiritual world imprints moral impulses on the human being. That these can manifest themselves in the human organization depends on the activity of beings who can not only think the spiritual, but also shape it in an essential way.

[ 13 ] 75. In the ego organization, the human being experiences itself as spirit in the physical body. For this to happen, the activity of beings who themselves live as spiritual beings in the physical world is necessary.

(Continued in the next issue.)