Man or Matter Part 1

Man or Matter.

by Ernst Lehrs.

Author's Note

The author makes grateful acknowledgment of the help he has gained from other works in the wide field opened up by Rudolf Steiner, and of his debt to the friends who in various ways a.s.sisted him in preparing his ma.n.u.script.

Quotations have been made from the following books by kind permission of their respective publishers:

The Life of Sir William Crookes by E. E. Fournier d'Albe (Messrs.

Ernest Benn Ltd.); Man the Unknown by A. Carrel (Messrs. Hamish Hamilton Ltd.); The Philosophy of Physical Science and The Nature of The Physical Worldly A.. Eddington (University Press, Cambridge); Science and the Human Temperament by E. Schrodinger (Messrs. George Allen and Unwin Ltd.); Centuries of Meditations and Poetical Works by Th. Traherne (Messrs. P.

J. and A. E. Dobell).

Preface

In this book the reader will find expounded a method of investigating nature by means of which scientific understanding can be carried across the boundaries of the physical-material to the supersensible sources of all natural events, and thereby into the realm where is rooted the true being of man.

The beginnings of this method were worked out by Goethe more than 150 years ago. The nineteenth century, however, failed to provide any fertile ground for the development of the seeds thus sown. It was left to Rudolf Steiner, shortly before the end of the century, to recognize the significance of 'Goetheanism' for the future development not only of science but of human culture in general. It is to him, also, that we owe the possibility of carrying on Goethe's efforts in the way required by the needs of our own time.

The following pages contain results of the author's work along the path thus opened up by Goethe and Rudolf Steiner - a work begun twenty-seven years ago, soon after he had made the acquaintance of Rudolf Steiner.

With the publication of these results he addresses himself to everyone - with or without a specialized scientific training - who is concerned with the fate of man's powers of cognition in the present age.

The reader may welcome a remark as to the way in which this book needs to be read.

It has not been the author's intention to provide an encyclopaedic collection of new conceptions in various fields of natural observation.

Rather did he wish, as the sub-t.i.tle of the book indicates, to offer a new method of training both mind and eye (and other senses as well), by means of which our modern 'onlooking' consciousness can be transformed into a new kind of 'partic.i.p.ating' consciousness. Hence it would be of no avail to pick out one chapter or another for first reading, perhaps because of some special interest in its subject-matter. The chapters are stages on a road which has to be travelled, and each stage is necessary for reaching the next. It is only through thus accepting the method with which the book has been written that the reader will be able to form a competent judgment of its essential elements.

E. L.

Hawkwood College Easter 1950

PART I

Science at the Threshold

CHAPTER I

Introductory

If I introduce this book by relating how I came to encounter Rudolf Steiner and his work, more than twenty-five years ago, and what decided me not only to make his way of knowledge my own, but also to enter professionally into an activity inspired by his teachings, it is because in this way I can most directly give the reader an impression of the kind of spirit out of which I have written. I am sure, too, that although what I have to say in this chapter is personal in content, it is characteristic of many in our time.

When I first made acquaintance with Rudolf Steiner and his work, I was finishing my academic training as an electrical engineer. At the end of the 1914-18 war my first thought had been to take up my studies from where I had let them drop, four years earlier. The war seemed to imply nothing more than a pa.s.sing interruption of them. This, at any rate, was the opinion of my former teachers; the war had made no difference whatever to their ideas, whether on the subject-matter of their teaching or on its educational purpose. I myself, however, soon began to feel differently. It became obvious to me that my relationship to my subject, and therefore to those teaching it, had completely changed.

What I had experienced through the war had awakened in me a question of which I had previously been unaware; now I felt obliged to put it to everything I came across.

As a child of my age I had grown up in the conviction that it was within the scope of man to shape his life according to the laws of reason within him; his progress, in the sense in which I then understood it, seemed a.s.sured by his increasing ability to determine his own outer conditions with the help of science. Indeed, it was the wish to take an active part in this progress that had led me to choose my profession. Now, however, the war stood there as a gigantic social deed which I could in no way regard as reasonably justified. How, in an age when the logic of science was supreme, was it possible that a great part of mankind, including just those peoples to whom science had owed its origin and never-ceasing expansion, could act in so completely unscientific a way? Where lay the causes of the contradiction thus revealed between human thinking and human doing?

Pursued by these questions, I decided after a while to give my studies a new turn. The kind of training then provided in Germany at the so-called Technische Hochschulen was designed essentially to give students a close practical acquaintance with all sorts of technical appliances; it included only as much theory as was wanted for understanding the mathematical calculations arising in technical practice. It now seemed to me necessary to pay more attention to theoretical considerations, so as to gain a more exact knowledge of the sources from which science drew its conception of nature. Accordingly I left the Hochschule for a course in mathematics and physics at a university, though without abandoning my original idea of preparing for a career in the field of electrical engineering. It was with this in mind that I later chose for my Ph.D. thesis a piece of experimental research on the uses of high-frequency electric currents.

During my subsequent years of stuffy, however, I found myself no nearer an answer to the problem that haunted me. All that I experienced, in scientific work as in life generally, merely gave it an even sharper edge. Everywhere I saw an abyss widening between human knowing and human action. How often was I not bitterly disillusioned by the behaviour of men for whose ability to think through the most complicated scientific questions I had the utmost admiration!

On all sides I found this same bewildering gulf between scientific achievement and the way men conducted their own lives and influenced the lives of others. I was forced to the conclusion that human thinking, at any rate in its modern form, was either powerless to govern human actions, or at least unable to direct them towards right ends. In fact, where scientific thinking had done most to change the practical relations of human life, as in the mechanization of economic production, conditions had arisen which made it more difficult, not less, for men to live in a way worthy of man. At a time when humanity was equipped as never before to investigate the order of the universe, and had achieved triumphs of design in mechanical constructions, human life was falling into ever wilder chaos. Why was this?

The fact that most of my contemporaries were apparently quite unaware of the problem that stirred me so deeply could not weaken my sense of its reality. This slumber of so many souls in face of the vital questions of modern life seemed to me merely a further symptom of the sickness of our age. Nor could I think much better of those who, more sensitive to the contradictions in and around them, sought refuge in art or religion. The catastrophe of the war had shown me that this departmentalizing of life, which at one time I had myself considered a sort of ideal, was quite inconsistent with the needs of to-day. To make use of art or religion as a refuge was a sign of their increasing separation from the rest of human culture. It implied a cleavage between the different spheres of society which ruled out any genuine solution of social problems.

I knew from history that religion and art had once exercised a function which is to-day reserved for science, for they had given guidance in even the most practical activities of human society. And in so doing they had enhanced the quality of human living, whereas the influence of science has had just the opposite effect. This power of guidance, however, they had long since lost, and in view of this fact I came to the conclusion that salvation must be looked for in the first place from science. Here, in the thinking and knowing of man, was the root of modern troubles; here must come a drastic revision, and here, if possible, a completely new direction must be found.

Such views certainly flew in the face of the universal modern conviction that the present mode of knowledge, with whose help so much insight into the natural world has been won, is the only one possible, given once for all to man in a form never to be changed. But is there any need, I asked myself, to cling to this purely static notion of man's capacity for gaining knowledge? Among the greatest achievements of modern science, does not the conception of evolution take a foremost place? And does not this teach us that the condition of a living organism at any time is the result of the one preceding it, and that the transition implies a corresponding functional enhancement? But if we have once recognized this as an established truth, why should we apply it to organisms at every stage of development except the .highest, namely the human, where the organic form reveals and serves the self-conscious spirit?

Putting the question thus, I was led inevitably to a conclusion which science itself had failed to draw from its idea of evolution. Whatever the driving factor in evolution may be, it is clear that in the kingdoms of nature leading up to man this factor has always worked on the evolving organisms from outside. The moment we come to man himself, however, and see how evolution has flowered in his power of conscious thought, we have to reckon with a fundamental change.

Once a being has recognized itself as a product of evolution, it immediately ceases to be that and nothing more. With its very first act of self-knowledge it transcends its previous limits, and must in future rely on its own conscious actions for the carrying on of its development.

For me, accordingly, the concept of evolution, when thought through to the end, began to suggest the possibility of further growth in man's spiritual capacities. But I saw also that this growth could no longer be merely pa.s.sive, and the question which now beset me was: by what action of his own can man break his way into this new phase of evolution? I saw that this action must not consist merely in giving outer effect to the natural powers of human thinking; that was happening everywhere in the disordered world around me. The necessary action must have inner effects; indeed, it had to be one whereby the will was turned upon the thinking-powers themselves, entirely transforming them, and so removing the discrepancy between the thinker and the doer in modern man.

Thus far I could go through my own observation and reflexion, but no further. To form a general idea of the deed on which everything else depended was one thing; it was quite another to know how to perform the deed, and above all where to make a start with it. Anyone intending to make a machine must first learn something of mechanics; in the same way, anyone setting out to do something constructive in the sphere of human consciousness - and this, for me, was the essential point - must begin by learning something of the laws holding sway in that sphere.

But who could give me this knowledge?

Physiology, psychology and philosophy in their ordinary forms were of no use to me, for they were themselves part and parcel of just that kind of knowing which had to be overcome. In their various accounts of man there was no vantage point from which the deed I had in mind could be accomplished, for none of them looked beyond the ordinary powers of knowledge. It was the same with the accepted theory of evolution; as a product of the current mode of thinking it could be applied to everything except the one essential - this very mode of thinking.

Obviously, the laws of the development of human consciousness cannot be discovered from a standpoint within the modern form of that consciousness. But how could one find a viewpoint outside, as it were, this consciousness, from which to discover its laws with the same scientific objectivity which it had itself applied to discovering the laws of physical nature?

It was when this question stood before me in all clarity that destiny led me to Rudolf Steiner and his work. The occasion was a conference held in 1921 in Stuttgart by the Anthroposophical Movement; it was one of several arranged during the years 1920-2 especially for teachers and students at the Hochschulen and Universities. What chiefly moved me to attend this particular conference was the t.i.tle of a lecture to be given by one of the pupils and co-workers of Rudolf Steiner - 'The Overcoming of Einstein's Theory of Relativity'.1

The reader will readily appreciate what this t.i.tle meant for me. In the circles where my work lay, an intense controversy was just then raging round Einstein's ideas. I usually took sides with the supporters of Einstein, for it seemed to me that Einstein had carried the existing mode of scientific thinking to its logical conclusions, whereas I missed this consistency among his opponents. At the same time I found that the effect of this theory, when its implications were fully developed, was to make everything seem so 'relative' that no reliable world-outlook was left. This was proof for me that our age was in need of an altogether different form of scientific thinking, equally consistent in itself, but more in tune with man's own being.

What appealed to me in the lecture-t.i.tle was simply this, that whereas everyone else sought to prove Einstein right or wrong, here was someone who apparently intended, not merely to add another proof for or against his theory-there were plenty of those already - but to take some steps to overcome it. From the point of view of orthodox science, of course, it was absurd to speak of 'overcoming' a theory, as though it were an accomplished fact, but to me this t.i.tle suggested exactly what I was looking for.

Although it was the t.i.tle of this lecture that drew me to the Stuttgart Conference (circ.u.mstances prevented me from hearing just this lecture), it was the course given there by Rudolf Steiner himself which was to prove the decisive experience of my life. It comprised eight lectures, under the t.i.tle: 'Mathematics, Scientific Experiment and Observation, and Epistemological Results from the Standpoint of Anthroposophy'; what they gave me answered my question beyond all expectation.

In the course of a comprehensive historical survey the lecturer characterized, in a way I found utterly convincing, the present mathematical interpretation of nature as a transitional stage of human consciousness - a kind of knowing which is on the way from a past pre-mathematical to a future post-mathematical form of cognition. The importance of mathematics, whether as a discipline of the human spirit or as an instrument of natural science, was not for a moment undervalued. On the contrary, what Rudolf Steiner said about Projective (Synthetic) Geometry, for instance, its future possibilities and its role as a means of understanding higher processes of nature than had hitherto been accessible to science, clearly explained the positive feelings I myself had experienced - without knowing why - when I had studied the subject.

Through his lectures and his part in the discussions - they were held daily by the various speakers and ranged over almost every field of modern knowledge - I gradually realized that Rudolf Steiner was in possession of unique powers. Not only did he show himself fully at home in all these fields; he was able to connect them with each other, and with the nature and being of man, in such a way that an apparent chaos of unrelated details was wrought into a higher synthesis. Moreover, it became clear to me that one who could speak as he did about the stages of human consciousness past, present and future, must have full access to all of them at will, and be able to make each of them an object of exact observation. I saw a thinker who was himself sufficient proof that man can find within the resources of his own spirit the vantage-ground for the deed which I had dimly surmised, and by which alone true civilization could be saved. Through all these things I knew that I had found the teacher I had been seeking.

Thus I was fully confirmed in my hopes of the Conference; but I was also often astonished at what I heard. Not least among my surprises was Rudolf Steiner's presentation of Goethe as the herald of the new form of scientific knowledge which he himself was expounding. I was here introduced to a side of Goethe which was as completely unknown to me as to so many others among my contemporaries, who had not yet come into touch with Anthroposophy. For me, as for them, Goethe had always been the great thinker revealing his thoughts through poetry. Indeed, only shortly before my meeting with Rudolf Steiner it was in his poetry that Goethe had become newly alive to me as a helper in my search for a fuller human experience of nature and my fellow-men. But despite all my Goethe studies I had been quite unaware that more than a century earlier he had achieved something in the field of science, organic and inorganic alike, which could help modern man towards the new kind of knowledge so badly needed to-day. This was inevitable for me, since I shared the modern conviction that art and science were fields of activity essentially strange to one another. And so it was again Rudolf Steiner who opened the way for me to Goethe as botanist, physicist and the like.

I must mention another aspect of the Stuttgart Conference which Belongs to this picture of my first encounter with Anthroposophy, and gave it special weight for anyone in my situation at that period. In Stuttgart there were many different activities concerned with the practical application of Rudolf Steiner's teachings, and so one could become acquainted with teachings and applications at the same time. There was the Waldorf School, founded little more than a year before, with several hundred pupils already. It was the first school to undertake the transformation of anthroposophical knowledge of man into educational practice; later it was followed by others, in Germany and elsewhere. There was one of the clinics, where qualified doctors were applying the same knowledge to the study of illness and the action of medicaments. In various laboratories efforts were made to develop new methods of experimental research in physics, chemistry, biology and other branches of science. Further, a large business concern had been founded in Stuttgart in an attempt to embody some of Rudolf Steiner's ideas for the reform of social life. Besides all this I could attend performances of the new art of movement, again the creation of Rudolf Steiner and called by him 'Eurhythmy', in which the astounded eye could see how n.o.ble a speech can be uttered by the human body when its limbs are moved in accordance with its inherent spiritual laws. Thus, in all the many things that were going on besides the lectures, one could find direct proof of the fruitfulness of what one heard in them.2

Under the impression of this Conference I soon began to study the writings of Rudolf Steiner. Not quite two years later, I decided to join professionally with those who were putting Anthroposophy into outer practice. Because it appeared to me as the most urgent need of the time to prepare the new generation for the tasks awaiting it through an education shaped on the entire human being, I turned to Rudolf Steiner with the request to be taken into the Stuttgart School as teacher of natural science. On this occasion I told him of my general scientific interests, and how I hoped to follow them up later on. I spoke of my intended educational activity as something which might help me at the same time to prepare myself for this other task.

Anyone who learns so to see nature that his ideas can be taken up and understood by the living, lively soul of the growing child will thereby be training himself, I thought, in just that kind of observation and thinking which the new science of nature demands. Rudolf Steiner agreed with this, and it was not long afterwards that I joined the school where I was to work for eleven years as a science master in the senior cla.s.ses, which activity I have since continued outside Germany in a more or less similar form.

This conversation with Rudolf Steiner took place in a large hall where, while we were talking, over a thousand people were a.s.sembling to discuss matters of concern to the Anthroposophical Movement. This did not prevent him from asking me about the details of my examination work, in which I was still engaged at that time; he always gave himself fully to whatever claimed his attention at the moment. I told him of my experimental researches in electrical high-frequency phenomena, briefly introducing the particular problem with which I was occupied. I took it for granted that a question from such a specialized branch of physics would not be of much interest to him. Judge of my astonishment when he at once took out of his pocket a note-book and a huge carpenter's pencil, made a sketch and proceeded to speak of the problem as one fully conversant with it, and in such a way that he gave me the starting point for an entirely new conception of electricity. It was instantly borne in on me that if electricity came to be understood in this sense, results would follow which in the end would lead to a quite new technique in the use of it. From that moment it became one of my life's aims to contribute whatever my circ.u.mstances and powers would allow to the development of an understanding of nature of this kind.