Man or Matter | Page 3

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.
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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-title 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 'participating' 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 passing 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 assured 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