This article is a collection of quotes by Rudolf Steiner, offering a spiritual/esoteric perspective on the Four Temperaments: the sanguine, the choleric, the phlegmatic and the melancholic.
“In the nervous system and astral body, sensations and feelings constantly fluctuate. Any harmony or order results solely from the restraining influence of the ego. People who do not exercise that influence appear to have no control over their thoughts and sensations. They are totally absorbed by the sensations, pictures, and ideas that ebb and flow within them. Something like this occurs whenever the astral body predominates, as, for example, in the sanguine. Sanguines surrender themselves in a certain sense to the constant and varied flow of images, sensations, and ideas since in them the astral body and nervous system predominate.
The nervous system’s activity is restrained only by the circulation of the blood. That this is so becomes clear when we consider what happens when a person lacks blood or is anaemic, in other words, when the blood’s restraining influence is absent. Mental images fluctuate wildly, often leading to illusions and hallucinations.
A touch of this is present in sanguines. Sanguines are incapable of lingering over an impression. They cannot fix their attention on a particular image nor sustain their interest in an impression. Instead, they rush from experience to experience, from percept to percept. This is especially noticeable in sanguine children, where it can be a source of concern. The sanguine child’s interest is easily kindled, a picture will easily impress, but the impression quickly vanishes.”
“In the sanguine the nervous system and astral body predominate. The astral body’s inner liveliness animates the other members, and makes the external form as mobile as possible. Whereas the choleric has sharply chiseled facial features, the sanguine’s are mobile, expressive, changeable. We see the astral body’s inner liveliness manifested in every outer detail, for example, in a slender form, a delicate bone structure, or lean muscles. The same thing can be observed in details of behavior. Even a non-clairvoyant can tell from behind whether someone is a choleric or a sanguine; one does not need to be a spiritual scientist for that. If you observe the gait of a choleric, you will notice that he plants each foot so solidly that he would seem to want to bore down into the ground. By contrast, the sanguine has a light, springy step. Even subtler external traits can be found. The inwardness of the ego, the choleric’s self-contained inwardness, express themselves in eyes that are dark and smoldering. The sanguine, whose ego has not taken such deep root, who is filled with the liveliness of his astral body, tends by contrast to have blue eyes. Many more such distinctive traits of these temperaments could be cited.”
“If a child has a sanguine temperament, he will not be helped if his elders try to flog interest into him. His temperament simply will not allow it. Instead of asking what the child lacks, in order that we might beat it into him, we must focus on what he has, and base ourselves on that. And as a rule, there is one thing we can always stimulate the sanguine child’s interest in. However flighty the child might be, we can always stimulate his interest in a particular personality. If we ourselves are that personality, or if we bring the child together with someone who is, the child cannot but develop an interest. Only through the medium of love for a personality can the interest of the sanguine child be awakened. More than children of any other temperament, the sanguine needs someone to admire. Admiration is here a kind of magic word, and we must do everything we can to awaken it.
We must reckon with what we have. We should see to it that the sanguine child is exposed to a variety of things in which he has shown a deeper interest. These things should be allowed to speak to him, to have an effect upon him. They should then be withdrawn, so that the child’s interest in them will intensify; then they may be restored. In other words, we must fashion the sanguine’s environment so that it is in keeping with his temperament.”
“From the examples of these pedagogical principles, we see how spiritual science can address practical problems. These principles can also be applied to oneself, for purposes of self-improvement. For example, a sanguine gains little by reproaching himself for his temperament. Our minds are in such questions frequently an obstacle. When pitted directly against stronger forces such as the temperaments, they can accomplish little. Indirectly, however, they can accomplish much. The sanguine, for example, can take his sanguinity into account, abandoning self-exhortation as fruitless. The important thing is to display sanguinity under the right circumstances. Experiences suited to his short attention span can be brought about through thoughtful planning. Using thought in this way, even on the smallest scale, will produce the requisite effect.”
“In the choleric, the ego and the blood system predominate. The choleric thus comes across as someone who must always have his way. His aggressiveness, everything connected with his forcefulness of will, derives from his blood circulation.”
“People in whom the ego predominates seek to triumph over all obstacles, to make their presence known. Accordingly their ego stunts the growth of the other members; it withholds from the astral and etheric bodies their due portion. This reveals itself outwardly in a very clear fashion. Johann Gottlieb Fichte, that famous German choleric, was recognizable as such purely externally. His build revealed clearly that the lower essential members had been held back in their growth. Napoleon, another classic example of the choleric, was so short because his ego had held the other members back. Of course, one cannot generalize that all cholerics are short and all sanguines tall. It is a question of proportion. What matters is the relation of size to overall form.”
“The choleric child is also susceptible of being led in a special way. The key to his education is respect and esteem for a natural authority. Instead of winning affection by means of personal qualities, as one does with the sanguine child, one should see to it that the child’s belief in his teacher’s ability remains unshaken. The teacher must demonstrate an understanding of what goes on around the child. Any showing of incompetence should be avoided. The child must persist in the belief that his teacher is competent, or all authority will be lost. The magic potion for the choleric child is respect and esteem for a person’s worth, just as for the sanguine child it was love for a personality. Outwardly, the choleric child must be confronted with challenging situations. He must encounter resistance and difficulty, lest his life become too easy.”
“Persons of a choleric temperament should purposely put themselves in situations where rage is of no use, but rather only makes them look ridiculous.”
“We proceed now to the phlegmatic temperament. We observed that this temperament develops when the etheric or life-body, as we call it, which regulates growth and metabolism, is predominant. The result is a sense of inner well-being. The more a human being lives in his etheric body, the more is he preoccupied with his internal processes. He lets external events run their course while his attention is directed inward.”
“The phlegmatic temperament manifests itself in a static, indifferent physiognomy, as well as in plumpness, for fat is due largely to the activity of the etheric body. In all this the phlegmatic’s inner sense of comfort is expressed. His gait is loose-jointed and shambling, and his manner timid. He seems somehow to be not entirely in touch with his surroundings.”
“The phlegmatic child should not be allowed to grow up alone. Although naturally all children should have play-mates, for phlegmatics it is especially important that they have them. Their playmates should have the most varied interests. Phlegmatic children learn by sharing in the interests, the more numerous the better, of others. Their playmates’ enthusiasms will overcome their native indifference towards the world. Whereas the important thing for the melancholic is to experience another person’s fate, for the phlegmatic child it is to experience the whole range of his playmates’ interests. The phlegmatic is not moved by things as such, but an interest arises when he sees things reflected in others, and these interests are then reflected in the soul of the phlegmatic child. We should bring into the phlegmatic’s environment objects and events toward which “phlegm” is an appropriate reaction. Impassivity must be directed toward the right objects, objects toward which one may be phlegmatic.”
“If we are phlegmatics, having no particular interests, then we should occupy ourselves as much as possible with uninteresting things, surround ourselves with numerous sources of tedium, so that we become thoroughly bored. We will then be thoroughly cured of our “phlegm;” we will have gotten it out of our system. Thus does one reckon with what one has, and not with what one does not have.”
“In the melancholic we have seen that the physical body, the coarsest member of the human organization, becomes master over the others. As a result, the melancholic feels he is not master over his body, that he cannot bend it to his will. His physical body, which is intended to be an instrument of the higher members, is itself in control, and frustrates the others. This the melancholic experiences as pain, as a feeling of despondency. Pain continually wells up within him. This is because his physical body resists his etheric body’s inner sense of well-being, his astral body’s liveliness, and his ego’s purposeful striving.”
“The melancholic is distinguished by a hanging head, as if he lacked the strength necessary to straighten his neck. His eyes are dull, not shining like the choleric’s; his gait is firm, but in a leaden rather than a resolute sort of way.”
“The melancholic child is not easy to lead. With him, however, a different magic formula may be applied. For the sanguine child this formula was love for a personality; for the choleric, it was respect and esteem for a teacher’s worth. By contrast, the important thing for the melancholic is for his teachers to be people who have in a certain sense been tried by life, who act and speak on the basis of past trials. The child must feel that the teacher has known real pain. Let your treatment of all of life’s little details be an occasion for the child to appreciate what you have suffered. Sympathy with the fates of those around him furthers the melancholic’s development. Here too one must reckon with what the child has. The melancholic has a capacity for suffering, for discomfort, which is firmly rooted in his being; it cannot be disciplined out of him. However, it can be redirected. We should expose the child to legitimate external pain and suffering, so that he learns there are things other than himself that can engage his capacity for experiencing pain. This is the essential thing. We should not try to divert or amuse the melancholic, for to do so only intensifies his despondency and inner suffering; instead, he must be made to see that objective occasions for suffering exist in life. Although we mustn’t carry it too far, redirecting the child’s suffering to outside objects is what is called for.”
“Melancholics should not close their eyes to life’s pain, but rather seek it out; through compassion they redirect their suffering outward toward appropriate objects and events.”