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• Title: Foundation Course: Lecture 1: The Relationship of Anthroposophy to Religious Life
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  • Primordial Revelation! You have to be aware that Catholicism does not merely have the revelation which we usually call the revelation of the New Testament, nor this being only the revelation spoken about in the Old Testament, but that Catholicism — as far as it is theology — speaks about a Primordial Revelation. This Primordial Revelation is usually characterised by saying: that which was revealed by the Christ had been experienced once before by mankind, at that time humanity acquired the revelation through another, a cosmic world milieu. This revelation was lost through the Fall, but an inheritance of this great revelation was still available through the Old Testament and through pagan teachings. — That is Catholic thinking. Once upon a time, before people became sinners, a revelation was made to them; had mankind not fallen into sin, so the entire act of salvation of Christ Jesus would not have become necessary. However, the primordial revelation had been tarnished through humanity falling into the sinful world and in the course of time up to the Mystery of Golgotha the human being increasingly forgot what the primordial revelation had been. To a certain extent in the beginning there still remained glimpses of this primordial revelation, then however, as the generation went further and further away, this primordial revelation darkened, and it had become totally dark in the time of the Mystery of Golgotha which came as a new revelation.
  • This is what Christianity looks like today — under theological instruction — in Old Testament teaching and above all in the pagan teaching it is seen as a corrupted primordial revelation. Catholicism has an insight into what I’ve often spoken about in Anthroposophy, namely the old Mysteries. In my book “Christianity as mystical fact” I pointed these things out, but, not quite, but only as far as possible because these things are as much unknown as possible in today’s world and most people are not prepared for these things. Only, here we can speak about it, and about one point.
  • My dear friends, basically there is no spiritual teaching other than modern materialism. This sounds like an extraordinary paradox and yet it is so. What the modern materialistic thinker carries in his head is quite spiritualized, so spiritualised that it is quite abstract and has no connection to reality any more. That’s Romanism in full swing. We actually have become unbelievably spiritual in the course of the 19th Century, but we deny this spirituality because we maintain that through this spirituality, we can understand matter. In reality our souls are in a spiritualised content, right into our ideas are we spiritualised, but we maintain that through all of this we can only understand a material world. Thus, human beings have grasped their ego through this spiritualisation, but as a result they have become separated from the world. Today humanity must again look for its connection to the world, the search need to be for inner knowledge, there needs to be the possibility to not only have “knowledge without objective meaning” but knowledge with objective meaning, in order for knowledge to reveal the being of the world, and on the other hand to authenticate what is hidden within the human being as objective.
• Title: Foundation Course: Lecture 2: Essence and Elements of Sacramentalism
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  • If one had the means for really absorbing what was approaching in the epoch leading up to the Mystery of Golgotha, in the teachers and pupils of the mysteries, and what in that time, one could say, through three decades during which it happened, the then Gnostic orientated mystery teachers spoke about their most inner heartfelt convictions, then one can do no other than to say: they anticipated that the human being will experience himself as a mere observer in the world, and that even his process of acquiring knowledge will occur without his soul’s participation. This experience ruled throughout the prevailing mood of the beings of the mysteries during the times of the Mystery of Golgotha.
• Title: Foundation Course: Lecture 5: Conceptual Knowledge and Observational Knowledge.
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  • All of this creates an entire sea of difficulties which current mankind is not aware of at all because people have really been absorbing it from the lowest grade of elementary school; mankind really doesn’t know on what fragile ground, on what slippery ice he gets involved with, in reality, when educated through the current system of concepts. This conceptual system which is in fact more corrupt than theological concepts — a physicist often has no inkling that their concepts are corrupt — this is something which not only kills belief, but in many ways, it also kills what relates to life. These corrupt scientific concepts are not only damaging to the soul, but even harmful to physical life. If you are a teacher, you know this.
  • You see, I want to speak religiously about the necessity to achieve a concept of belief which lives within the danger of connecting temporal forces to people. This of course has a relationship to the Divine. Here something terrible always appears to me in the great illusion within the numerous people’s current lives which consist of people being unable to see how the rejection of a certain content, which must always have a content of knowledge — you could call this observational content, but finally this is only terminology — how the judgement of such content severely endangers religious life. Old religions didn’t exist without content and their content of Christian teaching was once full of life, and it only turned into what we call dogma today, at the end of the fourth century after Christ. So one could say this distaste for content, this selfish fear of so-called wisdom — I’m fully aware of calling it “so-called wisdom” — that, my dear friends, always reminds me of people living in this illusion, that this fear of knowledge of the supersensible actually is also produced by materialism. Within this concept of faith, I see a materialistic following, I can’t help myself; this following of materialism is no conscious following but something which exists in subconscious foundations of the soul as a materialistic following.
• Title: Foundation Course: Lecture 6: Creative Speech and Language.
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  • This is precisely the element which split people up today, because they are permeated thoroughly with mere intellectualism. You are therefore unable, through the sermon, to work against atomising, if you remain in intellectualism. Neither in the preparation of the sermon, nor in the delivery of the sermon must you, if you want to build community today, remain in intellectualism. Here is where one can become stuck through our present-day education and above all in the present theological education, because in many ways it has become quite intellectual. In the Catholic Church it has become purely intellectual, and all that which is not intellectual, which should be alive, is not given to individuals but has become the teaching material of the church and must be accepted as the teaching material of the church. A result of this is, because everything which the Catholic Church gives freely as intellectual, the priest is the most free individual one can imagine. The Catholic Church doesn’t expect people to somehow submit to their intellect, inasmuch as it releases them from what is not referred to as the supernatural. All they demand is that people submit to the teaching material of the church. Regarding this I can cite an actual example.
  • I once spoke to a theologian of a university, where at that time it paid general homage to liberal principles, not from the church but from liberal foundations. Of course, the theological faculty was purely for the Catholic priesthood. This person I spoke to had just been given a bad rebuke by Rome. I asked him: How is this actually possible that it is precisely you who received this rebuke, who is relatively pious in comparison to the teacher at the Innsbruck University — who I won’t name — who teaches more freely and is watched patiently from Rome? — Well, you see, this man answered, he is actually a Jesuit and I’m a Cistercian. Rome is always sure that a man like him, who studies at the Innsbruck University never drops out, no matter how freely he uses the Word, but that the Word should always be in the service of the church. With us Cistercians Rome believes that we follow our intellect because we can’t stand as deeply in our church life as the Jesuit who has had his retreat which has shown him a different way to the one we Cistercians take. — You see how Rome treats intellectualism psychologically. As a rule, Rome knows very clearly what it wants because Rome acts out through human psychology, even though we reject it.
  • I have often pointed out that when a teacher stands in front of a child and wants to teach him in a popular form about the immortality of the soul, he should do so through an image. He will need to refer to the insect pupa, how the butterfly flies out of it, and then from there go over to the human soul leaving the human body like a pupa shell; permeating this image with a super-sensible truth. I have always, when I deal with this alleged parable, said: there is a big difference whether a teacher said to himself: I am clever and the child is stupid, therefore I must create a parable for the child so that he can understand what I can understand with my mind. — Whoever speaks in this way has no experience of life, no experience of the imponderables which work in instructions. Because the convincing power with which the child grasps it, what I want to teach with this pupa parable, means very little if I think: I am clever and the child is stupid, I must create a parable for him which works. — What should be working firstly comes about within me, when I work with all the phases and power of belief in my parable. As an Anthroposophist I can create this parable by observing nature. Through my looking at the butterfly, how it curls out of the pupa, I am convinced through it that this is an image of the immortality of the soul, which only appears as a lower manifestation. I believe in my parable with my entire life.
  • It is for instance only possible to be a real teacher when you are a teacher of attitude. How often is it said to teachers in the Waldorf schools — and you have understood, in the course of years it has happened that teaching is characterised by this attitude; it is clearly noticeable — how often is it not said: When one stands in front of a child, then it is best to say to oneself that there is far more wisdom in the child than in oneself, much, much more because it had just arrived from the spiritual world and brings much more wisdom with it. One can learn an unbelievable amount from children. From nothing in the world does one basically learn so much in an outer physical way, as when one wants to learn from a child. The child is the teacher, and the Waldorf teacher knows how little it is true that with teaching, one is the teacher and the child the scholar. One is actually — but this one keeps as an inner mystery for oneself — more of a scholar than a teacher and the child is more teacher than scholar. It seems like a paradox, but it is so.
  • Anthroposophy itself is a person (Mensch). If it wasn’t a person, it wouldn’t transform us. Out of us it makes us into someone different. It is a person itself, I say it in the greatest earnestness. Anthroposophy is not a teaching, Anthroposophy has an element of being, it is a person. Only when a person is quite permeated by it and Anthroposophy is like a person who thinks, but also feels, senses and has emotions of will, when Anthroposophy thinks, feels and wills in us, when it is really like a complete person, then one can grasp it, then you have it. Anthroposophy acts like a being and it enters present culture and civilization like a kind of being. One experiences this entering as by a kind of being. With this at the same time one can say: Religion — spoken from the anthroposophic stand point — religion is a relationship of human beings to God. However, Anthroposophy is a person, and because it is a person, it has a relationship with God; and like a person has a relationship to God, so it has a relationship to God. Thus, it has the direct characteristic of the religious in itself.
• Title: Foundation Course: Lecture 7: Formation of Speech.
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  • The great importance given to teaching through recitation and that kind of thing, only supports the element of a materialistic world view. You see, just as one would in a school for sculpture or a school of painting not really get instructions of the hand movements but corrects them by life forces coming into them, so speech techniques must not be pedantically taught with all kinds of nose-, chest- and stomach resonances. These things may only be developed though living speech. When a person speaks, he might at most be made aware of one or the other element. In this respect extraordinary atrocities are being committed today and the various vocal and language schools can actually be disgusting, because it shows how little lives within the human being. The formation of speech happens when those things are considered which I mentioned. Now if the question needs to be answered even more precisely, I ask you to please call my attention to it.
• Title: Foundation Course: Lecture 8: Prayer and Symbolism
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  • We need to be clear that despite the general human differentiation in humanity, the care of a spiritual life also appears, according to the varied callings of different people. If prayer is also certainly something general and human, one can say that a special prayer is then again necessary for those who want to be teachers in the field of religious life, and this will bring us to the Breviary absolving. We want to speak about all these things because they are for you, namely young theologians, of imminent seriousness for the tasks that you are to set yourself, I’m not saying now, but which you can set yourself according to the demands of the time.
  • So you can see, further than just the mentioned comparison, it is distilled into a symbol which can be experienced. If it is experienced in the right sense, that means, experienced in a way as one does with others, with the full understanding of the words “And he pointed over to his disciple and said: See, that is my parent and my brother,” then to a certain extent the human community is placed within the sense of these words, then one works towards community building and this teaching, how community building can be achieved, we will discover again when we move forward in the interpretation of Matthew 13.
• Title: Foundation Course: Lecture 9: Religious Feeling and Intellectualism
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  • So the time has arrived when the sacramental element is not at all able to penetrate, because intellectualism is seizing all circles with such power — it works firstly on our religious and scientific areas — that it also seizes the religious and above all, things concerning theology. It’s connected to external events, my dear friends, that took place, and you can see it resulted in what had actually developed out of church schools as a teaching for humanity, first preserved in the universities. If you want to continue taking this further you can study the way universities continued from the 14th century onwards, where the spiritual evolution gradually became removed from human evolution, how they gradually became secularized and how in due course what was within the spiritual led to the worldly. Make a study of how state waged war with the church, and how the state — because the church insisted on it — at most left the teaching content within it as an enclave but otherwise the spiritual has been taken out of humanity’s evolution. This historical evolution you have to experience, you must even be able to feel it. We stand today in the presence of many cold hearts in historical development. We have completely stopped feeling religious at least as far as historical development is concerned. How can we gain from the Gospels at all, while they have emerged out of quite other states of evolution, when we have stopped feeling religious towards historical evolution?
  • Whoever adapts the standpoint of modern consciousness, my dear friends, takes on the standpoint which had to be accepted on the one side from the 15th century, if one goes with the progress of the human race. One actually has to simply go with progress; it gives a certain viewpoint of consciousness, by which we can’t remain standing still. Even if we are to fall into an abyss, we would have to go with the progress of the human race, but we must simply find the possibility to return from the other side of the abyss so we may continue. What has been happening since the 15th century has of course been necessary. The evangelistic-protestant consciousness has permeated what had been necessary in the evolution of humanity since the 15th century. You can see how, as the point of this development approached humanity, the most varied discussions regarding the transubstantiation and the Last Supper came to the fore. As long as one takes the point of view of the sacramental, such discussions won’t arise, because such discussions stem from the invasion of intellectualism in the sacramental way of thinking. From before the 15th century, we in Europe were at the same standpoint on which Hinduism stands today. When a Hindu participates in intellectual development, he is in this intellectual development as free as possible, in as far as he remains a true Brahman. The Hindu participates in the ceremony, in the ritual; it connects everyone, and those who participate in the ritual is a true Hindu believer; he can think about it as he wishes, in it he remains completely free. Dogma, which is captured by thoughts, or a content of teaching, basically doesn’t exist. Schools can emerge that interpret things in a hundred different ways. All of this can exist in orthodox Hinduism, if only the ceremonies are recorded as something actual and real.
• Title: Foundation Course: Lecture 10: Composition of the Gospels
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  • y dear friends! At the end of this lecture I would like to explore the arrangement of the material which we want to consider in the time remaining available to us. Today I want to start by continuing what I had begun yesterday. This will make it easier to reach clarity quite quickly regarding the effects of the teaching when the necessary basics are there in the sense I have imagined them and added them to this. For these basics to be more solid, we need a little additional time.
  • There are however difficulties along this path which come to the fore when some strides are made into the Gospel — I stress the words “into” — that make you stumble over the inherited content. For actual spiritual researchers this creates less of a disturbance, because such a person would place the primordial Gospel into, what one could nearly call, a wordless text, and that makes it easier not to stumble over the inherited content. Admiration as a basis for reading the Gospels, seems to me an indispensable element for individuals, as a foundation for their religious learning processes. I once more need to stress that it is not important to characterise religious life in general, but to supply a foundation for the teaching process, in any case for religious processes as such.
  • You see, when you have occupied yourself with such things for a long time, you have had all kinds of experiences in life, and these experiences could seem quite important in as far as having started as a youngster and entering into these teaching processes which you wanted, in the majority.
  • From the same source did the poor shepherds on the fields and the astrologers (for that was they were, the Wise Men) come to worship the Christ infant. They came from different sides to the same place. The ones from the periphery of the world-all, the others from the centre of the heart of mankind, and they discovered the same. We must learn while doing one thing or another, to also really find the same, we must, particularly as religious teachers do this, so that our words gather content, content of such a kind as the content in the words the Tree Wise Men brought from the Orient.
  • In the same way as the shepherds went forth in the fields, we must go, because only then will words become as powerful as they need to be. We need content for our words, and we need power in words. We attain such content for our words when we deepen ourselves in something like the Matthew Gospel; and we attain the power when we deepen ourselves in something like the Luke Gospel. These two Gospels — we will still come back to the others — stand to a great extent as complimentary opposite each other. It is what anyone can give and taken into their being, just as if we break through what is given as religious teaching content coming from of the depth of the human soul.
  • So we see in the 13th chapter of the Matthew Gospel the construction and composition of the truth because the truth is not simply stated as an abstraction, but the activity of truth consciously works from one person to another, that one needs to feel all the time, how one should speak. This is not the teaching of a hierarchy, this is simply the result of what becomes necessary through reality. It is in fact necessary, my dear friends, to speak to you in a different way because you want to become pastoral workers, than I would have spoken to non-pastoral workers, who are only believers. This content of the truth we find in the 13th chapter of the Matthew Gospel comes to us as a direct life experience which we can have in our time, which calls such a strong feeling within us, that it actually has something of a religious character.
  • You see, for those who have the sense that a way must be found to the truth, the truth must turn into such an inner component that it exists among people and that people can experience the truth — they would feel that university education, as it lives in writing books, is actually something hostile. Today something exists in our writing of books; when we write a book, we don’t really feel like a human being among other human beings, for it is conceived as an abstraction; while writing the book it is without regarding who would be acquiring the book. This even produces the desire particularly when spiritual supersensible things are spoken about, for things that can stand alone in a book, and that, because it is ignorant, can only give something very deficient to unknown crowds of people, also again jointly experience the truth with the people in the manner and way these people are prepared for truth, while much is given in the preparation of the truth and less to the ignorant formulation of the truth content. This gives one a clear and strong experience of what I yesterday called the vital content of the Gospels. The vital content of the Gospels must also not be understood abstractly, as many do today. People do not believe, when they as religious teachers allow their words to a certain extent to flow together, that words are permeated with feelings; they firmly insist that in what one calls sacramental, they believe they should find something flowing forth out of the abstraction.
  • Foundation of teaching activity
• Title: Foundation Course: Lecture 11: Insights into the Mystery of Golgotha, Priest Ordination.
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  • Within his soul, Augustine just couldn’t come to terms completely with how the spiritual worked into matter. Augustine for instance sought amongst the Manichaeans for a possibility of how to recognise the spiritual in the material. He didn’t manage; he actually only managed by withdrawing completely into himself, in order to depend on the self-assurance of his human I, which made him one of the precursors of the famous Descartes declaration: “Cogito, ergo sum.” (I think, therefore I am.) This principle is found with Augustine already. However, on the other hand he was confronted with a certain doubt about the teaching, and this doubt was eating him up. One can certainly understand out of the configuration of the time, why Augustine felt this way. How the old heathen point of view of the church fathers, namely Clemens von Alexandria, was still completely accepted, so that in the oldest Christian times they were totally overtaken by the pagan in Christian teaching, and this Augustine could no longer accept, because in his human soul constitution it was no longer appropriate. The teaching content was also shaped in such a way that, essentially in the time of the Council of Nicaea, it had been brought as abstract dogmas which could then be absorbed by intellectualism. So the human soul in Augustine’s time, I can mention, was already driven towards intellectualism. From then on Augustine could do nothing other than accept the dogmatic Catholic Church content, in order to find a teaching content.
  • Among the impulses of such observations, I could say something worked behind human events, active through superhuman events of other beings who actually were also involved with human evolution, in order for Augustine’s teaching regarding predestination, to develop. Augustine saw the incarnation of people on earth as something much rather, if it could be expressed it would be by saying: The human being is actually the result of the battle of superhuman beings. — This meant individuals had no intrinsic worth; that only happened in the middle of the 15th century. Augustine believed it quite possible to think of human development as beyond their will, accomplished by the destinies of superhuman beings. His teaching could only be alive in him if a part of the human being, not the sinful part, but a part, be destined for demise and another part of the human being destined for bliss, the teaching which is not usually presented in all its meaning, when it is to be experienced. Today this can’t be experienced in devotion, which was possible for Augustine. Into this soul constitution something also played that one can call original sin, which is balanced out by the Mystery of Golgotha. People in Luther’s time still expressed it in this way, but they lived in another time of a soul constitution as in the time of Augustine. It was quite impossible to find one’s way into these ideas with all of one's soul. In this way Luther experienced the illumination through his soul, as an Augustine monk.
  • Firstly, you’ll discover that it was a world historic mistake for this man to have become the Imperial Chancellor but on the other hand you will learn something about the unusual thoughts modern people had and how these two souls could justifiably live in the same bosom. It is also remarkable that this writing on the principle of Catholicism appears in French. It is therefore extraordinarily interesting that the writer of this work, whose name doesn’t come to my mind at the moment, has a perpetually logical conscience and therefore he has to make a differentiation between the Roman Catholic teaching material and what constitutes the content of outer science. That is why he proposes two concepts next to each other, the idea of truth and the idea of science, which he always sees as two disparate ideas. He says something can very well be scientific, but truth is something else; what is true does not need to be scientific. In some or other way he comes to the conclusion that science doesn’t have anything to do with what one acknowledges directly as containing truth. So on the one hand things worthy of contemplation are mentioned, but are already beaten, on the other hand the most grotesque somersaults are being beaten in order for these two souls to become reconciled with one another.
• Title: Foundation Course: Lecture 12: Prophecy, Dogma and Paganism
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  • I once, for example, had a conversation in Rome with a priest brought up in quite the Jesuit manner — it was very hard, to get this conversation going — indicating all the sources which gave him the basis of his teaching and also showing the way in which he was to arrive at the teaching content. He pointed out that one then had the written words containing the dogmatic church content, and those were all things which needed no proof, they simply had to be believed, in as far as dogma was concerned. He pointed out that only interpretation was allowed, one was not to criticise or prove anything in the Gospels, while reading them again and again; one had the church tradition which flowed into the breviary, and then one had a living example of the life of the saints.
  • We see how it is stated in about the first 3 sentences of the Mark Gospel: After Christ left the temple — the temple in which one also heard something within the outer world of the divine — one of his disciples says to him: ‘Look, what magnificent stones, and wonderful buildings.’ Jesus however said to him: ‘You see only the large buildings. There will not be one stone left on top of another, without man taking part in the process of destruction because from now on, all of the outer, ungodly world begins to become a world of destruction.’ And he went away and spoke intimately. On the Mount of Olives, he spoke either intimately by himself through teaching people how to pray, or he spoke only to his most intimate disciples, to Peter, James, John and Andrew. To Peter, James, John and Andrew he only spoke about spiritual events as observed from the perspective of divine realms in contrast to destructive events in the world facing destruction.
• Title: Foundation Course: Lecture 15: Ordination and Transubstantiation
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  • Let’s think about this. We see a number of people around Christ Jesus in a world, who say: When one is in his presence, one is brought into a world where one can see the Divine-spiritual. — Now, in connection with this, I want to call your attention to important concepts necessary for the understanding of the earliest Christian times. Those individuals who could still call themselves the apostles of the Lord, who, for the affirmation of their mission, did not only refer to the fact that they had heard his words. Having heard his words didn’t really carry as much weight as we would experience today when we listen to some or other speech, or a teaching. The teaching of Christ Jesus was something that was felt to be completely charitable in his environment, but it wasn’t the first thing you would consider as the most important. It was far more important for them to stress the results: we have lain our hands in his wounds, we have participated in looking at his Being. — The direct togetherness with Christ Jesus is something in particular which I ask you to please consider seriously.
  • The disciples knew themselves to be so connected to the Christ that in a certain sense it was as similar as feeling their own hands, when they touched his wounds. So this direct connection with the Christ was something which gave them the awareness that they lived with him in a higher world. This was actually what the disciples felt, it was as if a spiritual island surrounded them and their Lord, and when they felt that their Lord had gone away and they had now become the teachers, they called themselves teachers, training for this how-to-be-together-with-him.
  • We will want to develop the particular format of the priest ordination, into a ritual form. I would like, still today, to point out that you could eventually find something which remains incomprehensible in the priest ordination. Now, by me saying something like this you will understand, also in connection with the regular previous lectures up to this morning, that in fact a complete break had to take place regarding the understanding of such things, when the changed consciousness appeared from the middle of the 15th century. In me expressing these things, I’m using words, which actually for the general consciousness could only have been fully understood before the middle of the 15th century. Then people actually stopped having a real sense for the meaning of these words. It is basically only through the trust you have been able to put in me, that you can hear something here in the manner and way it happened in former times when the soul constitution experienced things in quite a different way. Then came the time when less importance was attached to a concrete connection, when people who still knew how to attach importance to this concrete connection, became rare. Now, the most importance was attributed to the comprehensible content of the Gospels, to the comprehensible content of religion as such. Thus, gradually it took on particular importance to discuss the content of the Gospels, to discuss the content of the sacraments and to a certain extent particularly look into the teaching material, at the teaching content. The teaching content gradually became the most important. Not actually the concrete, but the abstract, became the most important, that is the essential thing. While for the catholic consciousness — I don’t mean merely the roman catholic, but the catholic Christian consciousness — the priest ordination placed the chosen one in a spiritual ancestry up to Christ, which actually for the modern person made everything quite comprehensible, from def
  • We need to look for something else. We need to fully understand that a reality is not something which is spoken about, something abstract. We must also learn to understand the sacramental. We must learn to understand, throughout, that the content of the teaching does not contain the essential but that something must be added from real processes and in such a way that these actual processes are carried on the waves of reality as the weaving of the Divine. There have only been single individuals, like Novalis, who understood this — do read his Aphorisms, then you’ll see. He spoke about magical idealism; he knew this wasn’t alive in outer sensory worlds, but within people, there lived the soul-spiritual. Then there was Schelling — in his old age, that’s why he was hardly understood — for whom it was quite absurd to believe that the essence of Christianity consisted in the acceptance of what Christ taught; rather, Schelling recognised the essential much more according to the account of Jesus going through the process of the entire Golgotha drama, in the description of actions which took place around Golgotha. However, there are individuals who tend towards the reality, who in turn want to enter into actual experiences connected to the spiritual. In totality one could say that the way Catholicism experiences it, is something quite antiquated which can’t be introduced into modern consciousness any longer. For this reason we mustn’t only search for a renewal of old rituals but we must search for a ritual which we can create out of ourselves, but created in such a way that it creates the Divine in us in the sense we have spoken about, so that the words of Paul become the truth — in Gospel interpretation, and in all religious activities: Not I, but Christ in me.
  • I think, in any case, my dear friends, that many questions could be conjured out of the soul by me speaking about these things, and I would love it if the questions, while you are all here, not in general, could also be formulated concretely so that no doubt remains. I completely understand that with earnestness your small circle has turned to me with the clear intention to really work toward a renewal of the religious life. It is not possible to do so by merely changing the teaching content; it is only possible when you enter with a changed soul constitution. We are now entering more deeply into things and, triggered through your questions we will become ever more acquainted with these things so that you’re actually going to understand what I mean to convey.