It remains to show that acceptance of information obtained through spiritual Imagination, without ourselves being as yet in actual command of it, is not in contradiction with the principles of ‘reading’. Let us, to this end, think of reading in the ordinary sense of this word, calling to mind that for the acquisition of this faculty we depend on someone who can teach it because he already has it. Exactly the same holds good for the reading with which we are here concerned. Here, too, a teacher already possessing this faculty is required. Thus Goethe became for us a teacher of reading, and it would be a mistake to imagine that he, for his part, needed no teacher. In his case this function was fulfilled partly by what he learned through his studies of the earlier fruits of man’s spiritual activity, that is, from an epoch when vestiges at least of the original, instinctive faculty of spiritual Imagination were still extant. A similar function on our own path of study was performed by our occupation with the old doctrine of the four elements and the basic concepts of alchemy.