In this matter it is quite clear what an enriching effect occult science must have upon practical life. Any one constructing from a materialistic and intellectual mode of representation, similes for himself and then propounding them to young people, will usually make but little impression upon them. For such a person ought first to puzzle out the similes himself with all his mental capacities. Those similes which one has not first applied for oneself, do not have a convincing effect on those to whom they are imparted. When one talks to somebody in parables, then he is not only influenced by what one says or shows, but there passes a fine spiritual stream from the speaker to the hearer. Unless the speaker himself has an ardent feeling of belief in his similes, he will make no impression on the one to whom he gives them. In order to create a right influence, one must believe in one’s similes oneself as if in realities; and that can only be done when one possesses the mystical tendency, and when the similes themselves are born of occult science. The real occultist does not need to worry about the above-mentioned simile of the soul going forth from the body, because for him it is a truth. To him the butterfly evolving from the chrysalis represents the same experience on a lower stage of nature’s existence as the going forth of the soul from the body at a higher stage development. He believes in it with all his might, and this belief flows forth as if in invisible streams from the speaker to the listener, and inspires conviction. Direct life-streams then flow forth from teacher to pupil. But for this end it is necessary for the teacher to draw from the full source of occult science; it is necessary that his word and all that goes forth from him, should be clothed with feeling, warmth and glowing emotion from the true occult view of life. For this reveals a magnificent perspective of the whole subject of education. Once the latter allows itself to be enriched from the life source of occult science, it will itself become permeated with a profound vitality. It will give up groping in the dark, so common in this particular domain of thought. All educational methods, all educational sciences, that do not continually receive a supply of fresh sap from such roots, are dried up and dead. For all world-secrets occult science has fitting similes, similes not rising from the mind of man but drawn from the essence of things, having been laid down as a basis by the forces of the world at their creation. Occult science must therefore be the basis for any system of education. * * * * *