GOLDA AND THE CRAB
4 Elementals Main Lesson – Human Sciences – Class 1
Golda sat on a rock, staring at the mirror surface of the river, she paddled her bare feet idly in the warm water. It was late afternoon; she was pondering on the next main lesson she was to take with her lively Class 1. It was the last in the year before revision time, when all main lessons taught that year are touched upon prior to children being released from their gilded cages (in Golda’s case the cage was gilded anyway) to fly off to their summer holiday – tired but happy!
The last main lesson? Well, in the 4 main lesion streams of language, maths, social science and science, this was a science, or physical body main lesson. Of the 3 sciences – physical, life and human – the Four Elements was a human science unit for Class 1.
So it was to be the last of the last; but Golda so wanted the last to be the first – to have as much spiritual impact as that fab alphabet main lesson that began her children’s formal education at the beginning of the year.
She had the generic title of this unit; Home and School – The four Elements, but no bright ideas.
Just then, the light shone into the clear water, and revealed an irritating contradiction; there was some man-made contraption down there – a cage of some kind, a real one this time – and it wasn’t gold! Golda waded into the shallows to inspect; it was a cage, a crab trap in fact; and within was a large, green mud crab. He was delicately feeling every surface of his rough prison, searching for an opening, but there was none.
“Oh yes there is!” said Golda to the crab, who viewed her with alarm. She tore a strip of chicken wire off one side, allowing the crab to creep out – surely to its death it thought!
But no, the human just stood watching, her slim, bare legs pale in the water – she returned to her rock. Then an odd think happened, the crab, which had been high-tailing it (low-tailing? – no-tailing!) for deeper and safer realms, stopped. It turned, as if guided by an invisible hand, and swam up to the young school teacher. It rested a short distance from her feet.
“Need any help?” it said simply. So simply that Golda was barely surprised at this intercession into an otherwise rational world.
“Well yes actually, I’m trying to breathe some magic into this most basic, most, well, elementary of lessons, the 4 Elements. But I can’t think of a thing.”
“Maybe I can help, I’ve been asked by The Great Sky Crab, Cancer, to assist you – to inform you of some of the spiritual realities behind this seemingly physical lesson unit.
Cancer of course is the inspiring zodiacal influence in the teaching of science, being the realm of the sense of touch and all.” The crab moved a hug claw forward and gently touched Golda’s big toe – she jumped off her rack in alarm!
“Ha, ha, ha – just testing your sense of touch, it’s in good order – ha, ha!” (Unbeknown to most people, crabs do have a sense of humor!)
“That’s very kind of you – and The Great Sky Crab – please convey my thanks. But you mention ‘spiritual’? this human science main lesson is hard to find the spiritual in; yet in the unfolding of the 3 science main lessons in the year, this is nominally the ‘spiritual’ science?”
“Hmm, being a ‘human’ science lesson, the spirit is in the interweaving of the human spirit with its ‘home and school’.
This environmental factor is meaningless without a human being to inhabit it. Home and school is indeed a human sciences study. It’s a bit like the fire of the spirit living within the body of the blood. Something I’m not familiar with actually, we crabs have the more sensible cold blood you know.”
Golda had regained her composure now and popped in a question before the loquacious crustacean could wander sideways up another side alley.
“Where do I begin?”
“Ah, the ‘where’ – where the elements themselves began of course, way back in Ancient Saturn. Perhaps you could create a story describing, in a transformed rather than a literal way, the birth of the first element, fire, on ancient Saturn – and of air on Old sun…”
“I know, and of water on Ancient Moon. All element creation is in this galactic context. But that’s not teaching Anthroposophy is it?! We’re not allowed to do that you know.”
“Not if imagination is the path, ‘transformed images’ remember; not some dry, didactic diatribe! You see, in the great tableau of the main lessons from Class 1 to 12, you teach the child/student in clear, separate terms, about all possible spiritual matters. The curriculum is indeed, in a veiled way of course, Anthroposophy. Oddly enough, the younger the child, the more profound the concepts. You can’t get more majestic a world view, in both time and relevance to human life, than the 4 Elements.
These are quintessentially of the created earth, forming a foundation for all spiritual and temporal activity in the world sphere. Oh, and don’t confuse the 4 Elements with the 4 Temperaments; these are, not a physical reality, but an etheric one. And for goodness sake don’t muddle up the Elements with the eponymously named 4 Elementals – a specifically astral phenomenon. All 3, the Elements, Temperaments and Elementals, are, as seen in their 4-fouldness, earth realities, but on different levels. That’s why we have a main lesson for each.
“okay, I see the wisdom of beginning at the beginning so to speak, but how do I involve the child? How is he an expression of the 4 Elements? Naturally the human being contains fire in body warmth; air in respiratory function; water in metabolism; and mineral in the bones, culminating in that hardest mineral expression of all, the teeth.”
The green crab peered at the teacher, his stalked eyes wide in admiration “You seem to have answered the question yourself; but there is a deeper mystery, one based on the blood alone. There is a 7-fold progression of the etheric emancipation from 7 to 14; this expresses through the 7 etheric organs, an awakening that occurs in 7-year-olds in the blood. The blood is an etheric organ (as well as a physical, astral and ego one!) and helps incarnate the Spacial Aspect of the Etheric body, that supersensible function rising to consciousness in Class 1 children.
7-year-olds are ‘blood men’, as at no other time of life – physiologists state that the blood is created in more areas of the skeleton in 7-year-olds than any other time of life – even into the long bones of the legs! This ‘flood factory’ factor retreats as we grow older, and other developments occur, like diaphragm, muscle and bone-building etc.
So the stories you tell directly affect the blood, and indirectly the physical body itself – its pattern of warmth that is. But the all-important story affects every aspect of the child, all 7, from Physical Body right up to Spirit Man!
We strengthen the Etheric Body of a child through the story by calling on the memory faculties; whether is asking him to re-tell it, or by repeating the story ourselves – or indeed calling on him to recall details the day after.
The Astral Body is enhanced by the powerful images of the story. A child’s astrality is strengthened by the cultivation of imagination.,
And the ego? It is fructified by knowledge of course; the story is such an efficient medium for conveying ideas to our young learners, like the knowledge of the 4 Elements for instance – knowledge couched in exciting adventures of one kind or another.
Spirit Self is of speech; we tell a story, and the child absorbs the beautiful (we hope!) speech patterns and phrasing, the flow of words. In re-telling the story, the child is helped to cultivate his own speech artistry.
Life Spirit is a morals realm; the story, above all media, translates the child’s moral world into clearly recognizable (and felt) images of right and wrong, good and bad, true and false – engaging the heart itself, arousing passion for righteousness, and condemnation of ill. The heart is a moral organ.
Finally Spirit Man; here we strive to incorporate Spiritual Ideas into the story content – as you will for example in your exposition of Saturn, sun and Moon as the genesis of the first 3 Elements. Spiritual concepts absorbed in this subliminal way can transform in the adult to the capacity for supersensible perception. Of course a story dredged up from the past, no matter how seemingly ‘spiritual’ the content, has the opposite effect – putting the soul to sleep – this is the result of metaphysical plagiarism! So you see, no aspect of the child is untouched by a beautifully crafted, spiritually creative tale – the Whole Man is nourished; in the spirit of holism, the story is for the soul what the blood is for the body. So, question time: what is so special about the blood in relation to the 4 elements?”
“Um,” Golda’s large, brown eyes scanned the shining surface of the river for the answer; the blood system of the land itself. “Weelll, the blood is the Fire-bearer in man; his very existence is determined by maintaining blood heat – of course it contains, albeit in liquid form, gases, like oxygen, CO2, nitrogen and hydrogen. It is the liquid per se in man – yet it carries a complex amalgam of minerals to every cell in the body, not the least being iron – so, fire, gas, liquid, mineral!”
“Correct! How important it is for these ‘blood’ children to be artistically informed of that aspect which is most receptive at this age. With 7-year-olds, we – you! – actually teach the blood. This is done through the Psychic Symphony of story and activity. In 8-year-olds, we teach rather the breath. Baby crabs are already smart when they’re born – and they call you lot the pinnacle of creation, ha!”
“But how do I personify the 4 Elements? I tend to get them mixed up with the 4 Elementals.”
“That you must never do, an elemental is a spirit, an astral being which lives in, or motivates, an element – you know, like those sylphs, the Dryads of Greek mythology, the ones who lived in trees – they were the air-soul of the tree.
So Element characters are the thing itself; a fire-person is a little flame for instance; an air-being might be a small puff of wind that blows hats off! Water can be accessible to the children’s imagination, say as The Great Drop! And of course a stone man of some kind can sit on the desk in the front of the class, representing the mineral element – a lump of granite for instance which has a kind of face – much more perceptible to children than to you adults!”
This ‘adult’ twiddled her toes in the water, keeping an eye on the crab’s huge nippers. Then she ventured another question. “I’ve also got a problem with mixing this 4 Elements main lesson up with a Physics unit I did earlier. There the children were introduced to a whole host of fun activities, ones which were designed to gently instill, into the very architecture of their being, the laws of the physical world.”
“And that’s just the difference, we’re not interested in the laws of the 4 Elements, rather in a many-layered experiencing of them. Let’s look at the fire element; who cares about the laws of fire when exulting in the power of a bonfire? Or many-colored fireworks? Or cozy campfires? Or watching a bushfire or grass burn-off? When you visit a local forge with the class, it isn’t to experience the laws, but to come face-to-face with the being of fire itself, the Great Agni!
All of the above are memorable events in the life of small children; some of whom, in this sterile modern world, never see real fire – are never in respectful awe of its power.”
“so true,” said the teacher sadly. At the same time her spirit was animated by the prospect of a meaningful but controlled meeting with Fire himself. Then her thoughts turned to the 2nd, the air element.
“We could go sailing; no-where is the air more intelligently employed in human life – or we might watch birds, noting their different wing shapes, which in turn determine the unique flight patterns, What fun it would be to visit a hang-gliding site; or just run along the beach in a stiff gale!
How often children are hustled inside in a misguided effort to ‘protect’ them, just when the elements are getting interesting! I suppose that’s why country children often have a more stable inner constitution – the result of confronting the elements. These lucky scamps, usually by necessity, have a more intimate relationship with the real world – that of the 4 Elements.
Then we might set up a windsock, and learn to tell breeze direction with a wet finger.”
“Now you’re getting the idea; but a word of caution – the operative term is, remember, ‘home and school’. These elements are to be experienced in a local setting; 7-year-olds are very immediate in their understanding. A long-winded exposition in class about the devastation of tornadoes in the Mississippi Valley might, while being interesting, miss the heart mark.
Unlike the fun-but-learning games with water eh? The 3rd element. How abut playing dams in the creek? Or swimming in different water types, like salt, fresh, bubbling brooks or waterfalls? Water’s my favorite element really; or go boating, this is always a salutary water experience, especially in canoes.
I generally don’t mind those in my river – it’s the rev-heads I hate! Sorry…I was told by The Great Sky Crab to keep it objective. Then the children can make a water slide, or a bird bath, or…”
“I know! If the weather’s warm, and we get one of those drenching afternoon showers, we could go for a walk and get soaking wet – children, and sensible adults, love walking in the rain – but as usual are so often prevented from doing so.
Now I’m even getting ideas for the mineral element, we might creep down an old mine, or into a cave. I know these things are potentially dangerous, but it’s better if the children have these very real adventures under the stern supervision of an adult, rather than invite tragedy by sneaking off an doing them alone some time.
Whatever way they get it, the children need this confrontation with the elements – this mastery of the innate fear of the outer world lurking in the primeval soul. Even watching a bulldozer or grader is exciting for children; here they see the mineral element transformed. Or we many visit a brickworks, or make an earth oven. Fire and mineral come together here as they do in the esoteric sense, the fire of the spirit in the body of the mineral – the Tomb of Adam! Oh, fossicking is also fun!”
“All very well, but don’t forget the more immediate environment;” said the crab, finding it harder to get a word in “deal with fire in the home, as a servant of man. Draw their attention to stoves, heating, hot water, candles, fireplaces, electricity and gas. What an excellent opportunity to warn about the dangers in all of the above – like playing with matches under the house! All this of curse is best conveyed through the medium of the story. A tale like this could well save life and property. The story impacts on the soul with more efficacy than the stern lecture.”
“Then why don’t you tell me a story,” thought The Teacher “instead of this ‘stern’ lecture?!”
“Don’t’ be impertinent!” backed Green Crab, his patience strained – apparently he could read minds! “the home is also a breathing being; here you can raise the children’s consciousness about their air house; it’s ventilation, prevailing winds, drafts, fans, air-conditioners, trees – and windows.
This can lead to a description of the water house. How does the water get to the kitchen tap? Many 7-year-olds have no idea you know! Talk about tanks and reservoirs and drainage; as well as rainfall, rising damp, poos – especially poos (see ‘danger’ above!).
One can even spend time awakening them to the mineral element in the home; like the land, building materials, furniture, gardens…
In this main lesson, the children have that most important of all expressive exercises; they draw their own house – ‘own’ in the higher, rather than the literal sense – an expression of their physical bodies! How much a teacher learns of the child’s self-perception from these ingenuous pictures. One earnest little artist my leave the left side of the roof off – quite illogically. This could indicate a problem in the left-brain hemisphere. Another may have tiny – or no windows at all. Could she be short-sighted?
But back to the elements; one might program for a description of seven different kinds of fire, air, water, and earth even – do try to keep this sequence, as the gods did in Creation. Seven fires might be: flames; embers; white and red heat; blue and green flames; and sparks! 7 airs: breeze, draft; wind; gale; cyclone; willy willy; uplift. 7 waters: still; running; salt; spray; turbulent; mist; rain. And 7 earths: sand; rock; mud; soil; dust; grave; crystals.”
Who said the crabby old crustacean was finding it hard to get a word in?! Oh hear, sorry Crab, no offence meant – oh no, he’s gone; these crabs are so touchy!
The red ember of the sun warmed the cheeky breeze that kissed The Teachers’ face. She swirled her feet in the water once more, patted her rock in tanks, and strolled off. She stared at the setting sun – was that a giant Sky Crab swimming across the darkening firmament? She couldn’t be quite sure; but after a day like that, anything was possible!
Players: Mother; Hurrican/Puff; Zephyr; Brother Breezy; Buster Guster; Big Brother Bellows; Fireflinger; Rainbringer; Rooster Weathervane; Sailboat; Hang-glider.
Mother: Oh Hurricane, no, you’ve broken my favorite vase, why do you always play indoors? Now off you go outside – oh dear!
Hurricane: What can I do out here? There’s just bush and stuff – I’ve go no-one to play with.
Zephyr: I’m here and I’ll play with you.
H: Who’s that?! Are you invisible?
Z: Yes, but you can fee me – wwwhhh.
H: Ha, ha, that tickles. Hey, you’re a wind aren’t you? A tiny wind.
Z: Right again, but you were wrong when you side that there ws no-one out here – we winds are everywhere– and we love to play. Come on, let’s meet some – but first we’ll change you into a wind!
Pop!!
H: I’ve gone! I mean I’m here but I’m …wwwhhh, this is fun!
Z: And so much easier to move around too. Now you’re a wind, you need a new name, a wind name. Let’s see…?
H: But I already have a wind name, Hurric…
Z: You may have made a few squalls around the house, but out here there’s only one Hurricane, my Grandfather actually – and we don’t want to meet him! Um, how about a name more your size – Little Puff, that’s it! Ah, there’s Brother Breezy.
Brother Breezy: Hello Zephyr, hi Little Puff – let’s play with Rooster Weathervane, he’s up on the roof. Now blow, harder, good, you’re turning him – now you’re a northerly – now a westerly…
Rooster Weathervane: Another one of those days is it? You never know which way the wind blows – whoops, it’s changing again, south this time.
Little Puff: This is great fun; I was never allowed on the roof when I was a boy, I mean…?
Z: come on, we’ll see if we can find Bluster Guster, he lives out on the lake.
Buster Guster: Hello Zephyr, hi Little Puff – let’s play with Sailboat. There he is now, come on, everybody help – yes, there he goes. Now blow the other way and watch him turn.
L.P: Wwwwhhh, this is fun too – I wasn’t allowed on the lake either.
Sailboat: Whoopeee – it’s a great day for sailing, the winds are just right – let’s goooo!
Z: but now it’s time to meet Big Brother Bellows, he lives in the mountains.
Travel_____
There he is now, lifting up Hang-glider in his strong airy arms.
Big Brother Bellows: Hello Zephyr, hi Little Puff – Whoooshhh – come and help me carry Hang-glider over to Eagle Ridge. All together now, Blow, no not down, up!
L.P: Puff, puff – this is hard work, but fun. I wasn’t allowed in the mountains you know – puff, puff.
Z: Well blown Little Puff, but we must move on – oh, oh!
L.P: What’s up? Hey, isn’t it getting hot?
Z: Yes, and now you’re going to meet a different kind of wind indeed – Fireflinger – and here he comes now!
Fireflinger: Hello Zephyr, hi Little Puff. So you want to play do you? Ha, ha, how about a game of Rollovers – ha, ha, haw, haw.
L.P: Stop, I’m getting idzzy – Zephyr help! Take me home.
Z: Okay, trust that big bully Fireflinger to spoil our day, let’s go.
L.P. Hey, what’s that smoke down there?
Z: Ohno, that wretch of a wind is up to his antics again, he’s made a bushfire. Hurry Little Puff, follow me!
L.P: Where are we going?
Z: To find Rainbringer that’s where – out to the Ocean.
L.P: but I’ve never been allowed out to the Ocean.
Travel – all round the stage and through the audience.
Z: there he is now, he’s a lazy fellow, always snoring away in his big soft bed of cloud pillows. Rainbringer! Wake up – your naughty brother’s blowing up another bushfire!
Rainbringer: Hello Zephyr, hi Little Puff – yawn – okay, I’ll just gather up my bedding – more haste less speed you know.
L.P: We’ll never make it at this rat!
Z: don’t worry, big winds take a while to build up speed, but when they do…! Whhhoooo hang on tight Little Puff, this is going to be a rollercoaster ride!
Travel______
F: Whooooop! Burn fire, burn. What’s that loud noise?! Oh no, it’s that pesky brother of mine, Rainbringer, he always ruins everything – ow!, stop that, I’m getting all wet! (Exit in haste.)
R: Well that takes care of him, I’ll just have a snooze while I’m here, the land needs a good drink.
Z: My gosh, it’s getting late; time to get you back home Little Puff.
L.P: Aw, being a wind is fun. Do I have to?
Mother: Hurricane! Ah, there you are – did you have a nice afternoon? It’s a shame you’ve got no friends to play with – ooh, there’s a draft, how did that get in?
H: It’s probably just a Zephyr.
M: What? Now go and wash your hands for dinner.
Giggle and off.
“The child who has not experienced anthropomorphism in its relation to the world will be lacking in humanity in later years. … Hence we mostly begin with tales such as invented stories which relate to nature.” — Rudolf Steiner, Oxford, 1922
Leave a Reply