Anthroposophy in Everyday Life
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Course Outline
Course AEL1: Practical Training in Thought
Lesson 1: Introduction. Practical Thinking. Unpractical Thinking. Lesson 2: Right Attitude and Proper Feeling for Thinking. Lesson 3: Real Practice of Thought. Practical Exercises in Thinking I. Lesson 4: Thinking through Observation. Lesson 5: Practical Exercises in Thinking II. Lesson 6: Practical Exercises in Thinking III. Example of a Practical Thinker. Lesson 7: Practical Exercises in Thinking IV. Focused Thinking. Lesson 8: Practical Exercises in Thinking V. Painting the Mental Picture. Lesson 9: Practical Exercises in Thinking VI and VII. Arriving at Conclusions. Lesson 10: Conclusions and Observations. How Thinking Changes. Course AEL4: The Four Temperaments Lesson 1: Introduction. Physical, Etheric, Astral, Ego. Lesson 2: Pedagogical Issues I. Lesson 3: Practical Exercises I. Lesson 4: Practical Exercises II. Lesson 5: Practical Exercises III. Lesson 6: Practical Exercises IV, V, VI. Lesson 7: Practical Exercises VII. Lesson 8: Pedagogical Issues II. Lesson 9: Practical Exercises VIII. Lesson 10: Practical Exercises IX. Conclusions. 
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Study Material for Course 4 Lesson 9
Lecture IV of Anthroposophy in Everyday Life. The Mystery of the Four Temperaments. A lecture by Rudolf Steiner given in Karlsruhe, Germany on January 18, 1909.
Part 9
Now if we know all that, we can also learn to apply it. Particularly it must be of interest to learn how we can handle the temperaments pedagogically in childhood. For in education the kind of temperament must be very carefully observed; with children it is especially important to be able to guide and direct the developing temperament. But later also it is still important, for anyone in self-education. For the person who wishes to train himself it is invaluable that he observe what is expressed in his temperament.
I have pointed out to you here the fundamental types, but naturally in life they do not often appear thus pure. Each person has only the fundamental tone of a temperament, besides which he has something of the others. Napoleon, for example, had in him much of the phlegmatic temperament, although he was a choleric. If we would govern life practically, it is important to be able to allow that which expresses itself physically to work upon our soul.
How important this is we can see best of all if we consider that the temperaments can degenerate, that what may appear to us as one-sidedness can also degenerate. What would the world be without the temperaments — if people had only one temperament? The most tiresome place you could imagine! The world would be dreary without the temperaments, not only in the physical, but also in the higher sense. All variety, beauty, and all the richness of life are possible only through the temperaments. Do we not see how everything great in life can be brought about just through the one-sidedness of the temperaments, but also how these can degenerate in their one-sidedness? Are we not troubled about the child because we see that the choleric temperament can degenerate to malice, the sanguine to fickleness, the melancholic to gloom, etc.?
In the question of education in particular, and also in self-education, will not the knowledge and estimation of the temperaments be of essential value to the educator? We must not be misled into depreciating the value of the temperament because it is a one-sided characteristic. In education the important thing is not to equalize the temperaments, to level them, but to bring them into the right track. We must clearly understand that the temperament leads to one-sidedness, that the most radical phase of the melancholic temperament is madness; of the phlegmatic, imbecility; of the sanguine, insanity; of the choleric, all those explosions of diseased human nature which result in frenzy, and so forth. Much beautiful variety results from the temperaments, because opposites attract each other; nevertheless, the deification of the one-sidedness of temperament very easily causes harm between birth and death. In each temperament there exists a small and a great danger of degeneracy. With the choleric person there is the danger that in youth his ego will be determined by his irascibility, by his lack of self-control. That is the small danger. The great danger is the folly which wishes to pursue, from the impulse of his ego, some kind of individual goal. In the sanguine temperament the small danger is that the person will lapse into fickleness. The great danger is that the rising and falling tide of sensations may result in insanity. The small danger for the phlegmatic is lack of interest in the outer world; the great danger is stupidity or idiocy. The small danger in the melancholic is gloominess, the possibility that he may not be able to extricate himself from what rises up within him. The great danger is madness.
When we contemplate all that, we shall see that a tremendously significant task in practical life lies in the directing and guiding of the temperaments. It is important for the educator to be able to say to himself: What will you do, for example, in the case of a sanguine child? Here one must try to learn from the knowledge of the entire nature of the sanguine temperament how to proceed. If other points of view must be considered concerning the education of the child, it is also necessary that temperament, as a subject in itself, be taken into account. But in order to guide the temperaments the principle to be observed is that we must always reckon with what is there and not with what is not there.
We have a child of sanguine temperament before us, which could easily degenerate into fickleness, lack of interest in important things, and, instead, become quickly interested in other things. The sanguine child is the quickly comprehending, but also the quickly forgetting child, whose interest it is difficult to hold upon anything whatever, just because interest in one subject is quickly lost and passes over to another. This can grow into the most frightful one-sidedness, and it is possible to notice the danger if we look into the depths of human nature. In the case of such a child a material-minded person will immediately come forward with a prescription and say: If you have a sanguine child to bring up, you must bring it into reciprocal activity with other children. But a person who thinks realistically in the right sense says: If you begin with the sanguine child by working upon forces which it does not at all possess, you will accomplish nothing with it. You could exert your powers ever so seriously to develop the other members of human nature, but these simply do not predominate in this child. If a child has a sanguine temperament, we cannot help him along in development by trying to beat interests into him; we cannot pound in something different from what his sanguine temperament is. We should not ask, What does the child lack? What are we to beat into him? But we should ask, What as a rule does a sanguine child possess? And that is what we must reckon with. Then we shall say to ourselves: We do not alter these characteristics by trying to induce any sort of opposite quality in this child. With regard to these things which are rooted in the innermost nature of man we must take into consideration that we can only bend them. Thus we shall not be building upon what the child does not possess, but upon what he does possess. We shall build exactly upon that sanguine nature, upon that mobility of the astral body, and not try to beat into him what belongs to another member of human nature. With a sanguine child who has become one-sided we must just appeal to his sanguine temperament.
If we wish to have the right relation with this child, we must take special notice of something. For from the first it becomes evident to the expert that if the child is ever so sanguine, there is still something or other in which he is interested, that there is one interest, one genuine interest for each sanguine child. It will generally be easy to arouse interest in this or that subject, but it will quickly be lost again. There is one interest, however, which can be enduring even for the sanguine child. Experience shows this; only it must be discovered. And that which is found to hold a special interest must be kept in mind. And whatever it is that the child does not pass by with fickle interest we must try to bring before him as a special fact, so that his temperament extends to something which is not a matter of indifference to him. Whatever he delights in, we must try to place in a special light; the child must learn to use his sanguineness. We can work in such a way that we begin first of all with the one thing that can always be found, with the forces which the child has. He will not be able to become lastingly interested in anything through punishment and remonstrance. For things, subjects, events, he will not easily show anything but a passing, changeable interest; but for one personality, especially suited to a sanguine child — experience will show this — there will be a permanent, continuous interest, even though the child is ever so fickle. If only we are the right personality, or if we are able to bring him into association with the right personality, the interest will appear. It is only necessary to search in the right way. Only by the indirect way of love for one personality, is it possible for interest to appear in the sanguine child. But if that interest, love for one person, is kindled in him, then through this love straightway a miracle happens. This love can cure a child's one-sided temperament. More than any other temperament, the sanguine child needs love for one personality. Everything must be done to awaken love in such a child. Love is the magic word. All education of the sanguine child must take this indirect path of attachment to a certain personality. Therefore parents and teachers must heed the fact that an enduring interest in things cannot be awakened by drumming it into the sanguine child, but they must see to it that this interest is won by the roundabout way of attachment to a personality. The child must develop this personal attachment; one must make himself lovable to the child; that is one's duty to the sanguine child. It is the responsibility of the teacher that such a child shall learn to love the personality.
We can still further build up the education upon the child's sanguine nature itself. The sanguine nature reveals itself, you know, in the inability to find any interest which is lasting. We must observe what is there. We must see that all kinds of things are brought into the environment of the child in which he has shown more than the ordinary interest. We should keep the sanguine child busy at regular intervals with such subjects as warrant a passing interest, concerning which he is permitted to be sanguine, so to speak, subjects not worthy of sustained interest. These things must be permitted to affect the sanguine nature, permitted to work upon the child; then they must be removed so that he will desire them again, and they may again be given to him. We must cause these things to work upon the child as the objects of the ordinary world work upon the temperament. In other words, it is important to seek out for a sanguine child those objects toward which he is permitted to be sanguine.
If we thus appeal to what exists rather than to something which does not exist, we shall see — and practical experience will prove it — that as matter of fact the sanguine force, if it becomes one-sided, actually permits itself to be captured by serious subjects. That is attained as by an indirect path. It is good if the temperament is developed in the right way during childhood, but often the adult himself has to take his education in hand later in life. As long, indeed, as the temperaments are held in normal bounds, they represent that which makes life beautiful, varied, and great. How dull would life be if all people were alike with regard to temperament. But in order to equalize a one-sidedness of temperament, a man must often take his self-education in hand in later life. Here again one should not insist upon pounding into oneself, as it were, a lasting interest in any sort of thing; but he must say to himself: According to my nature I am sanguine; I will now seek subjects in life which my interest may pass over quickly, in which it is right that the interest should not be lasting, and I will just occupy myself with that in which I may with complete justification lose interest in the very next moment.
Let us suppose that a parent should fear that in his child the choleric temperament would express itself in a one-sided way. The same treatment cannot be prescribed as for the sanguine child; the choleric will not be able easily to acquire love for a personality. He must be reached through something else in the influence of person upon person. But in the case of the choleric child also there is an indirect way by which the development may always be guided. What will guide the education here with certainty is: Respect and esteem for an authority. For the choleric child one must be thoroughly worthy of esteem and respect in the highest sense of the word. Here it is not a question of making oneself loved through the personal qualities, as with the sanguine child, but the important thing is that the choleric child shall always have the belief that the teacher understands the matter in hand. The latter must show that he is well informed about the things that take place in the child's environment; he must not show a weak point. He must endeavor never to let the choleric child notice that he might be unable to give information or advice concerning what is to be done. The teacher must see to it that he holds the firm reins of authority in his hands, and never betray the fact that he is perhaps at his wits' end. The child must always keep the belief that the teacher knows. Otherwise he has lost the game. If love for the personality is the magic word for the sanguine child, then respect and esteem for the worth of a person is the magic word for the choleric.
If we have a choleric child to train we must see to it before everything else that this child shall unfold, bring to development, his strong inner forces. It is necessary to acquaint him with what may present difficulties in the outer life. For the choleric child who threatens to degenerate into one-sidedness, it is especially necessary to introduce into the education that which is difficult to overcome, so as to call attention to the difficulties of life by producing serious obstacles for the child. Especially must such things be put in his way as will present opposition to him. Oppositions, difficulties, must be placed in the path of the choleric child. The effort must be put forth not to make life altogether easy for him. Hindrances must be created so that the choleric temperament is not repressed, but is obliged to come to expression through the very fact that certain difficulties are presented which the child must overcome. The teacher must not beat out, educate out, so to speak, a child's choleric temperament, but he must put before him just those things upon which he must use his strength, things in connection with which the choleric temperament is justified. The choleric child must of inner necessity learn to battle with the objective world. The teacher will therefore seek to arrange the environment in such a way that this choleric temperament can work itself out in overcoming obstacles; and it will be especially good if these obstacles pertain to little things, to trifles; if the child is made to do something on which he must expend tremendous strength, so that the choleric temperament is strongly expressed, but actually the facts are victorious, the strength employed is frittered away. In this way the child gains respect for the power of facts which oppose what is expressed in the choleric temperament.
Here again there is another indirect way in which the choleric temperament can be trained. Here it is necessary first of all to awaken reverence, the feeling of awe, to approach the child in such a way as actually to arouse such respect, by showing him that we can overcome difficulties which he himself cannot yet overcome; reverence, esteem, particularly for what the teacher can accomplish, for his ability to overcome objective difficulties. That is the proper means: Respect for the ability of the teacher is the way by which the choleric child in particular may be reached in education.
It is also very difficult to manage the melancholic child. What must we do if we fear the threatened one-sidedness of the melancholic temperament of the child, since we cannot cram in what he does not possess? We must reckon with the fact that it is just repressions and resistance that he has power within himself to cling to. If we wish to turn this peculiarity of his temperament in the right direction, we must divert this force from subjective to objective activity. Here it is of very special importance that we do not build upon the possibility, let us say, of being able to talk him out of his grief and pain, or otherwise educate them out of him; for the child has the tendency to this excessive reserve because the physical instrument presents hindrances. We must particularly build upon what is there, we must cultivate what exists. With the melancholic child it will be especially necessary for the teacher to attach great importance to showing him that there is suffering in the world. If we wish to approach this child as a teacher, we must find here also the point of contact. The melancholic child is capable of suffering, of moroseness; these qualities exist in him and we cannot flog them out, but we can divert them.
For this temperament too there is one important point: Above all we must show the melancholic child how people can suffer. We must cause him to experience justifiable pain and suffering in external life, in order that he may come to know that there are things concerning which he can experience pain. That is the important thing. If you try to entertain him, you drive him back into his own corner. Whatever you do, you must not think you have to entertain such a child, to try to cheer him up. You should not divert him; in that way you harden the gloominess, the inner pain. If you take him where he can find pleasure, he will only become more and more shut up within himself. It is always good if you try to cure the young melancholic, not by giving him gay companionship, but by causing him to experience justifiable pain. Divert his attention from himself by showing him that sorrow exists. He must see that there are things in life which cause suffering. Although it must not be carried too far, the important point is to arouse pain in connection with external things in order to divert him.
The melancholic child is not easy to guide; but here again there is a magic means. As with the sanguine child the magic word is love for a personality, with the choleric, esteem and respect for the worth of the teacher, so with the melancholic child the important thing is for the teachers to be personalities who in some way have been tried by life, who act and speak from a life of trial. The child must feel that the teacher has really experienced suffering. Bring to his attention in all the manifold occurrences of life the trials of your own destiny. Most fortunate is the melancholic child who can grow up beside a person who has much to give because of his own hard experiences; in such a case soul works upon soul in the most fortunate way. If therefore at the side of the melancholic child there stands a person who, in contrast to the child's merely subjective, sorrowful tendencies, knows how to tell in a legitimate way of pain and suffering that the outer world has brought him, then such a child is aroused by this shared experience, this sympathy with justified pain. A person who can show in the tone and feeling of his narration that he has been tried by destiny, is a blessing to such a melancholic child.
Even in arranging the melancholic child's environment, so to speak, we should not leave his predispositions unconsidered. Hence, it is even advantageous if — strange as it may sound — we build up for the child actual hindrances, obstructions, so that he can experience legitimate suffering and pain with regard to certain things. It is the best education for such a child if the existing tendency to subjective suffering and grief can be diverted by being directed to outer hindrances and obstructions. Then the child, the soul of the child, will gradually take a different direction.
In self-education also we can again use this method: we must always allow the existing tendencies, the forces present in us, to work themselves out, and not artificially repress them. If the choleric temperament, for example, expresses itself so strongly in us that it is a hindrance, we must permit this existing inner force to work itself out by seeking those things upon which we can in a certain sense shatter our force, dissipate our forces, preferably upon insignificant, unimportant things. If on the other hand we are melancholic, we shall do well to seek out justifiable pain and suffering in external life, in order that we may have opportunity to work out our melancholy in the external world; then we shall set ourselves right.
Let us pass on to the phlegmatic temperament. With the phlegmatic child it will be very difficult for us if his education presents us with the task of conducting ourselves in an appropriate way toward him. It is difficult to gain any influence over a phlegmatic person. But there is one way in which an indirect approach may be made. Here again it would be wrong, very wrong indeed, if we insisted upon shaking up a person so inwardly at ease, if we thought we could pound in some kind of interests then and there. Again we must take account of what he has.
There is something in each case which will hold the attention of the phlegmatic person, especially the phlegmatic child. If only through wise education we build up around him what he needs, we shall be able to accomplish much. It is necessary for the phlegmatic child to have much association with other children. If it is good for the others also to have playmates, it is especially so for the phlegmatic. He must have playmates with the most varied interests. There is nothing to appeal to in the phlegmatic child. He will not interest himself easily in objects and events. One must therefore bring this child into association with children of like age. He can be trained through the sharing of the interests — as many as possible — of other personalities. If he is indifferent to his environment, his interest can be kindled by the effect upon him of the interests of his playmates. Only by means of that peculiar suggestive effect, only through the interests of others, is it possible to arouse his interest. An awakening of the interest of the phlegmatic child will result through the incidental experiencing of the interest of others, the sharing of the interests of his playmates, just as sympathy, sharing of the experience of another human destiny, is effective for the melancholic. Once more: To be stimulated by the interest of others is the correct means of education for the phlegmatic. As the sanguine child must have attachment for one personality, so must the phlegmatic child have friendship, association with as many children as possible of his own age. That is the only way the slumbering force in him can be aroused. Things as such do not affect the phlegmatic. With a subject connected with the tasks of school and home you will not be able to interest the little phlegmatic; but indirectly, by way of the interests of other souls of similar age you can bring it about. If things are reflected in this way in others, these interests are reflected in the soul of the phlegmatic child.
Then also we should particularly see to it that we surround him with things and cause events to occur near him concerning which apathy is appropriate. One must direct the apathy to the right objects, those toward which one may rightly be phlegmatic. In this way quite wonderful things can sometimes be accomplished in the young child. But also one's self-education may be taken in hand in the same way in later life, if it is noticed that apathy tends to express itself in a one-sided way; that is, by trying to observe people and their interests. One thing more can also be done, so long as we are still in a position to employ intelligence and reason at all: we can seek out the very subjects and events which are of the greatest indifference to us, toward which it is justifiable for us to be phlegmatic.
We have now seen again how, in the methods of education based upon spiritual science, we build upon what one has and not upon what is lacking.
So we may say that it is best for the sanguine child if he may grow up guided by a firm hand, if some one can show him externally aspects of character through which he is able to develop personal love. Love for a personality is the best remedy for the sanguine child. Not merely love, but respect and esteem for what a personality can accomplish is the best for the choleric child. A melancholic child may be considered fortunate if he can grow up beside some one who has a bitter destiny. In the corresponding contrast produced by the new insight, by the sympathy which arises for the person of authority, and in the sharing of the justifiably painful destiny, — in this consists what the melancholic needs. They develop well if they can indulge less in attachment to a personality, less in respect and esteem for the accomplishment of a personality, but can reach out in sympathy with suffering and justifiably painful destinies. The phlegmatic is reached best if we produce in him an inclination towards the interests of other personalities, if he can be stirred by the interests of others.
The sanguine should be able to develop love and attachment for one personality.
The choleric should be able to develop esteem and respect for the accomplishments of the personality.
The melancholic should be able to develop a heartfelt sympathy with another's destiny.
The phlegmatic child should be led to the sharing of the interests of others.
Thus do we see in these principles of education how spiritual science goes right into the practical questions of life; and when we come to speak about the intimate aspects of life, spiritual science shows just in these very things how it works in practice, shows here its eminently practical side. Infinitely much could we possess of the art of living, if we would adopt this realistic knowledge of spiritual science. When it is a case of mastering life, we must listen for life's secrets, and these lie behind the sense perceptible. Only real spiritual science can explain such a thing as the human temperaments, and so thoroughly fathom them that we are able to make this spiritual science serve as a benefit and actual blessing of life, whether in youth or in age.
I have pointed out to you here the fundamental types, but naturally in life they do not often appear thus pure. Each person has only the fundamental tone of a temperament, besides which he has something of the others. Napoleon, for example, had in him much of the phlegmatic temperament, although he was a choleric. If we would govern life practically, it is important to be able to allow that which expresses itself physically to work upon our soul.
How important this is we can see best of all if we consider that the temperaments can degenerate, that what may appear to us as one-sidedness can also degenerate. What would the world be without the temperaments — if people had only one temperament? The most tiresome place you could imagine! The world would be dreary without the temperaments, not only in the physical, but also in the higher sense. All variety, beauty, and all the richness of life are possible only through the temperaments. Do we not see how everything great in life can be brought about just through the one-sidedness of the temperaments, but also how these can degenerate in their one-sidedness? Are we not troubled about the child because we see that the choleric temperament can degenerate to malice, the sanguine to fickleness, the melancholic to gloom, etc.?
In the question of education in particular, and also in self-education, will not the knowledge and estimation of the temperaments be of essential value to the educator? We must not be misled into depreciating the value of the temperament because it is a one-sided characteristic. In education the important thing is not to equalize the temperaments, to level them, but to bring them into the right track. We must clearly understand that the temperament leads to one-sidedness, that the most radical phase of the melancholic temperament is madness; of the phlegmatic, imbecility; of the sanguine, insanity; of the choleric, all those explosions of diseased human nature which result in frenzy, and so forth. Much beautiful variety results from the temperaments, because opposites attract each other; nevertheless, the deification of the one-sidedness of temperament very easily causes harm between birth and death. In each temperament there exists a small and a great danger of degeneracy. With the choleric person there is the danger that in youth his ego will be determined by his irascibility, by his lack of self-control. That is the small danger. The great danger is the folly which wishes to pursue, from the impulse of his ego, some kind of individual goal. In the sanguine temperament the small danger is that the person will lapse into fickleness. The great danger is that the rising and falling tide of sensations may result in insanity. The small danger for the phlegmatic is lack of interest in the outer world; the great danger is stupidity or idiocy. The small danger in the melancholic is gloominess, the possibility that he may not be able to extricate himself from what rises up within him. The great danger is madness.
When we contemplate all that, we shall see that a tremendously significant task in practical life lies in the directing and guiding of the temperaments. It is important for the educator to be able to say to himself: What will you do, for example, in the case of a sanguine child? Here one must try to learn from the knowledge of the entire nature of the sanguine temperament how to proceed. If other points of view must be considered concerning the education of the child, it is also necessary that temperament, as a subject in itself, be taken into account. But in order to guide the temperaments the principle to be observed is that we must always reckon with what is there and not with what is not there.
We have a child of sanguine temperament before us, which could easily degenerate into fickleness, lack of interest in important things, and, instead, become quickly interested in other things. The sanguine child is the quickly comprehending, but also the quickly forgetting child, whose interest it is difficult to hold upon anything whatever, just because interest in one subject is quickly lost and passes over to another. This can grow into the most frightful one-sidedness, and it is possible to notice the danger if we look into the depths of human nature. In the case of such a child a material-minded person will immediately come forward with a prescription and say: If you have a sanguine child to bring up, you must bring it into reciprocal activity with other children. But a person who thinks realistically in the right sense says: If you begin with the sanguine child by working upon forces which it does not at all possess, you will accomplish nothing with it. You could exert your powers ever so seriously to develop the other members of human nature, but these simply do not predominate in this child. If a child has a sanguine temperament, we cannot help him along in development by trying to beat interests into him; we cannot pound in something different from what his sanguine temperament is. We should not ask, What does the child lack? What are we to beat into him? But we should ask, What as a rule does a sanguine child possess? And that is what we must reckon with. Then we shall say to ourselves: We do not alter these characteristics by trying to induce any sort of opposite quality in this child. With regard to these things which are rooted in the innermost nature of man we must take into consideration that we can only bend them. Thus we shall not be building upon what the child does not possess, but upon what he does possess. We shall build exactly upon that sanguine nature, upon that mobility of the astral body, and not try to beat into him what belongs to another member of human nature. With a sanguine child who has become one-sided we must just appeal to his sanguine temperament.
If we wish to have the right relation with this child, we must take special notice of something. For from the first it becomes evident to the expert that if the child is ever so sanguine, there is still something or other in which he is interested, that there is one interest, one genuine interest for each sanguine child. It will generally be easy to arouse interest in this or that subject, but it will quickly be lost again. There is one interest, however, which can be enduring even for the sanguine child. Experience shows this; only it must be discovered. And that which is found to hold a special interest must be kept in mind. And whatever it is that the child does not pass by with fickle interest we must try to bring before him as a special fact, so that his temperament extends to something which is not a matter of indifference to him. Whatever he delights in, we must try to place in a special light; the child must learn to use his sanguineness. We can work in such a way that we begin first of all with the one thing that can always be found, with the forces which the child has. He will not be able to become lastingly interested in anything through punishment and remonstrance. For things, subjects, events, he will not easily show anything but a passing, changeable interest; but for one personality, especially suited to a sanguine child — experience will show this — there will be a permanent, continuous interest, even though the child is ever so fickle. If only we are the right personality, or if we are able to bring him into association with the right personality, the interest will appear. It is only necessary to search in the right way. Only by the indirect way of love for one personality, is it possible for interest to appear in the sanguine child. But if that interest, love for one person, is kindled in him, then through this love straightway a miracle happens. This love can cure a child's one-sided temperament. More than any other temperament, the sanguine child needs love for one personality. Everything must be done to awaken love in such a child. Love is the magic word. All education of the sanguine child must take this indirect path of attachment to a certain personality. Therefore parents and teachers must heed the fact that an enduring interest in things cannot be awakened by drumming it into the sanguine child, but they must see to it that this interest is won by the roundabout way of attachment to a personality. The child must develop this personal attachment; one must make himself lovable to the child; that is one's duty to the sanguine child. It is the responsibility of the teacher that such a child shall learn to love the personality.
We can still further build up the education upon the child's sanguine nature itself. The sanguine nature reveals itself, you know, in the inability to find any interest which is lasting. We must observe what is there. We must see that all kinds of things are brought into the environment of the child in which he has shown more than the ordinary interest. We should keep the sanguine child busy at regular intervals with such subjects as warrant a passing interest, concerning which he is permitted to be sanguine, so to speak, subjects not worthy of sustained interest. These things must be permitted to affect the sanguine nature, permitted to work upon the child; then they must be removed so that he will desire them again, and they may again be given to him. We must cause these things to work upon the child as the objects of the ordinary world work upon the temperament. In other words, it is important to seek out for a sanguine child those objects toward which he is permitted to be sanguine.
If we thus appeal to what exists rather than to something which does not exist, we shall see — and practical experience will prove it — that as matter of fact the sanguine force, if it becomes one-sided, actually permits itself to be captured by serious subjects. That is attained as by an indirect path. It is good if the temperament is developed in the right way during childhood, but often the adult himself has to take his education in hand later in life. As long, indeed, as the temperaments are held in normal bounds, they represent that which makes life beautiful, varied, and great. How dull would life be if all people were alike with regard to temperament. But in order to equalize a one-sidedness of temperament, a man must often take his self-education in hand in later life. Here again one should not insist upon pounding into oneself, as it were, a lasting interest in any sort of thing; but he must say to himself: According to my nature I am sanguine; I will now seek subjects in life which my interest may pass over quickly, in which it is right that the interest should not be lasting, and I will just occupy myself with that in which I may with complete justification lose interest in the very next moment.
Let us suppose that a parent should fear that in his child the choleric temperament would express itself in a one-sided way. The same treatment cannot be prescribed as for the sanguine child; the choleric will not be able easily to acquire love for a personality. He must be reached through something else in the influence of person upon person. But in the case of the choleric child also there is an indirect way by which the development may always be guided. What will guide the education here with certainty is: Respect and esteem for an authority. For the choleric child one must be thoroughly worthy of esteem and respect in the highest sense of the word. Here it is not a question of making oneself loved through the personal qualities, as with the sanguine child, but the important thing is that the choleric child shall always have the belief that the teacher understands the matter in hand. The latter must show that he is well informed about the things that take place in the child's environment; he must not show a weak point. He must endeavor never to let the choleric child notice that he might be unable to give information or advice concerning what is to be done. The teacher must see to it that he holds the firm reins of authority in his hands, and never betray the fact that he is perhaps at his wits' end. The child must always keep the belief that the teacher knows. Otherwise he has lost the game. If love for the personality is the magic word for the sanguine child, then respect and esteem for the worth of a person is the magic word for the choleric.
If we have a choleric child to train we must see to it before everything else that this child shall unfold, bring to development, his strong inner forces. It is necessary to acquaint him with what may present difficulties in the outer life. For the choleric child who threatens to degenerate into one-sidedness, it is especially necessary to introduce into the education that which is difficult to overcome, so as to call attention to the difficulties of life by producing serious obstacles for the child. Especially must such things be put in his way as will present opposition to him. Oppositions, difficulties, must be placed in the path of the choleric child. The effort must be put forth not to make life altogether easy for him. Hindrances must be created so that the choleric temperament is not repressed, but is obliged to come to expression through the very fact that certain difficulties are presented which the child must overcome. The teacher must not beat out, educate out, so to speak, a child's choleric temperament, but he must put before him just those things upon which he must use his strength, things in connection with which the choleric temperament is justified. The choleric child must of inner necessity learn to battle with the objective world. The teacher will therefore seek to arrange the environment in such a way that this choleric temperament can work itself out in overcoming obstacles; and it will be especially good if these obstacles pertain to little things, to trifles; if the child is made to do something on which he must expend tremendous strength, so that the choleric temperament is strongly expressed, but actually the facts are victorious, the strength employed is frittered away. In this way the child gains respect for the power of facts which oppose what is expressed in the choleric temperament.
Here again there is another indirect way in which the choleric temperament can be trained. Here it is necessary first of all to awaken reverence, the feeling of awe, to approach the child in such a way as actually to arouse such respect, by showing him that we can overcome difficulties which he himself cannot yet overcome; reverence, esteem, particularly for what the teacher can accomplish, for his ability to overcome objective difficulties. That is the proper means: Respect for the ability of the teacher is the way by which the choleric child in particular may be reached in education.
It is also very difficult to manage the melancholic child. What must we do if we fear the threatened one-sidedness of the melancholic temperament of the child, since we cannot cram in what he does not possess? We must reckon with the fact that it is just repressions and resistance that he has power within himself to cling to. If we wish to turn this peculiarity of his temperament in the right direction, we must divert this force from subjective to objective activity. Here it is of very special importance that we do not build upon the possibility, let us say, of being able to talk him out of his grief and pain, or otherwise educate them out of him; for the child has the tendency to this excessive reserve because the physical instrument presents hindrances. We must particularly build upon what is there, we must cultivate what exists. With the melancholic child it will be especially necessary for the teacher to attach great importance to showing him that there is suffering in the world. If we wish to approach this child as a teacher, we must find here also the point of contact. The melancholic child is capable of suffering, of moroseness; these qualities exist in him and we cannot flog them out, but we can divert them.
For this temperament too there is one important point: Above all we must show the melancholic child how people can suffer. We must cause him to experience justifiable pain and suffering in external life, in order that he may come to know that there are things concerning which he can experience pain. That is the important thing. If you try to entertain him, you drive him back into his own corner. Whatever you do, you must not think you have to entertain such a child, to try to cheer him up. You should not divert him; in that way you harden the gloominess, the inner pain. If you take him where he can find pleasure, he will only become more and more shut up within himself. It is always good if you try to cure the young melancholic, not by giving him gay companionship, but by causing him to experience justifiable pain. Divert his attention from himself by showing him that sorrow exists. He must see that there are things in life which cause suffering. Although it must not be carried too far, the important point is to arouse pain in connection with external things in order to divert him.
The melancholic child is not easy to guide; but here again there is a magic means. As with the sanguine child the magic word is love for a personality, with the choleric, esteem and respect for the worth of the teacher, so with the melancholic child the important thing is for the teachers to be personalities who in some way have been tried by life, who act and speak from a life of trial. The child must feel that the teacher has really experienced suffering. Bring to his attention in all the manifold occurrences of life the trials of your own destiny. Most fortunate is the melancholic child who can grow up beside a person who has much to give because of his own hard experiences; in such a case soul works upon soul in the most fortunate way. If therefore at the side of the melancholic child there stands a person who, in contrast to the child's merely subjective, sorrowful tendencies, knows how to tell in a legitimate way of pain and suffering that the outer world has brought him, then such a child is aroused by this shared experience, this sympathy with justified pain. A person who can show in the tone and feeling of his narration that he has been tried by destiny, is a blessing to such a melancholic child.
Even in arranging the melancholic child's environment, so to speak, we should not leave his predispositions unconsidered. Hence, it is even advantageous if — strange as it may sound — we build up for the child actual hindrances, obstructions, so that he can experience legitimate suffering and pain with regard to certain things. It is the best education for such a child if the existing tendency to subjective suffering and grief can be diverted by being directed to outer hindrances and obstructions. Then the child, the soul of the child, will gradually take a different direction.
In self-education also we can again use this method: we must always allow the existing tendencies, the forces present in us, to work themselves out, and not artificially repress them. If the choleric temperament, for example, expresses itself so strongly in us that it is a hindrance, we must permit this existing inner force to work itself out by seeking those things upon which we can in a certain sense shatter our force, dissipate our forces, preferably upon insignificant, unimportant things. If on the other hand we are melancholic, we shall do well to seek out justifiable pain and suffering in external life, in order that we may have opportunity to work out our melancholy in the external world; then we shall set ourselves right.
Let us pass on to the phlegmatic temperament. With the phlegmatic child it will be very difficult for us if his education presents us with the task of conducting ourselves in an appropriate way toward him. It is difficult to gain any influence over a phlegmatic person. But there is one way in which an indirect approach may be made. Here again it would be wrong, very wrong indeed, if we insisted upon shaking up a person so inwardly at ease, if we thought we could pound in some kind of interests then and there. Again we must take account of what he has.
There is something in each case which will hold the attention of the phlegmatic person, especially the phlegmatic child. If only through wise education we build up around him what he needs, we shall be able to accomplish much. It is necessary for the phlegmatic child to have much association with other children. If it is good for the others also to have playmates, it is especially so for the phlegmatic. He must have playmates with the most varied interests. There is nothing to appeal to in the phlegmatic child. He will not interest himself easily in objects and events. One must therefore bring this child into association with children of like age. He can be trained through the sharing of the interests — as many as possible — of other personalities. If he is indifferent to his environment, his interest can be kindled by the effect upon him of the interests of his playmates. Only by means of that peculiar suggestive effect, only through the interests of others, is it possible to arouse his interest. An awakening of the interest of the phlegmatic child will result through the incidental experiencing of the interest of others, the sharing of the interests of his playmates, just as sympathy, sharing of the experience of another human destiny, is effective for the melancholic. Once more: To be stimulated by the interest of others is the correct means of education for the phlegmatic. As the sanguine child must have attachment for one personality, so must the phlegmatic child have friendship, association with as many children as possible of his own age. That is the only way the slumbering force in him can be aroused. Things as such do not affect the phlegmatic. With a subject connected with the tasks of school and home you will not be able to interest the little phlegmatic; but indirectly, by way of the interests of other souls of similar age you can bring it about. If things are reflected in this way in others, these interests are reflected in the soul of the phlegmatic child.
Then also we should particularly see to it that we surround him with things and cause events to occur near him concerning which apathy is appropriate. One must direct the apathy to the right objects, those toward which one may rightly be phlegmatic. In this way quite wonderful things can sometimes be accomplished in the young child. But also one's self-education may be taken in hand in the same way in later life, if it is noticed that apathy tends to express itself in a one-sided way; that is, by trying to observe people and their interests. One thing more can also be done, so long as we are still in a position to employ intelligence and reason at all: we can seek out the very subjects and events which are of the greatest indifference to us, toward which it is justifiable for us to be phlegmatic.
We have now seen again how, in the methods of education based upon spiritual science, we build upon what one has and not upon what is lacking.
So we may say that it is best for the sanguine child if he may grow up guided by a firm hand, if some one can show him externally aspects of character through which he is able to develop personal love. Love for a personality is the best remedy for the sanguine child. Not merely love, but respect and esteem for what a personality can accomplish is the best for the choleric child. A melancholic child may be considered fortunate if he can grow up beside some one who has a bitter destiny. In the corresponding contrast produced by the new insight, by the sympathy which arises for the person of authority, and in the sharing of the justifiably painful destiny, — in this consists what the melancholic needs. They develop well if they can indulge less in attachment to a personality, less in respect and esteem for the accomplishment of a personality, but can reach out in sympathy with suffering and justifiably painful destinies. The phlegmatic is reached best if we produce in him an inclination towards the interests of other personalities, if he can be stirred by the interests of others.
The sanguine should be able to develop love and attachment for one personality.
The choleric should be able to develop esteem and respect for the accomplishments of the personality.
The melancholic should be able to develop a heartfelt sympathy with another's destiny.
The phlegmatic child should be led to the sharing of the interests of others.
Thus do we see in these principles of education how spiritual science goes right into the practical questions of life; and when we come to speak about the intimate aspects of life, spiritual science shows just in these very things how it works in practice, shows here its eminently practical side. Infinitely much could we possess of the art of living, if we would adopt this realistic knowledge of spiritual science. When it is a case of mastering life, we must listen for life's secrets, and these lie behind the sense perceptible. Only real spiritual science can explain such a thing as the human temperaments, and so thoroughly fathom them that we are able to make this spiritual science serve as a benefit and actual blessing of life, whether in youth or in age.