PLANT STUDY PATH OF DISCOVERY CLASS FIVE

BOTANY
THE LOTUS AND THE ROSE
.....Plant-life, as it sprouts and springs forth from the earth, immediately arouses delight,
but it also provides access to something which we must feel as full of mystery. In the
case of the animal, though certainly its will and whole inner activity have something of the
mysterious, we nevertheless recognize that this will is actually there, and is the cause of
the animals form and outer characteristics. But in the case of the plants, which appear on
the face of the earth in such a mysterious was out of the seed with the help of the earth
and the encircling air - in the case of the plant, we feel that some other factor must be
present in order that this plant-world
may arise in the form it does.

Rudolf Steiner: Man as Symphony of the Creative Word - Lecture VII.

******
Botany or Plant Study in Grade Five has always been for me one of the most challenging
of subjects. Not with regards to the presentation of the lessons, but rather from the point
of view of inner preparation. Rudolf Steiner gave numerous indications of the direction
which this subject should take, but at one point he leaves us with an unanswered question:
How then does the earth work upon the plant? Just as the human body works; so that
when you come to the plant world you have to compare the human body with the earth
(and with something else, as you will find out for yourselves). (1)

Many years ago, when I first begun my Steiner Waldorf teaching career, I asked my
mentor (the late Miss Thelma Bowron) at that time what should I actually teach in the Botany
main lesson. Her reply were a few simple, but thought provoking words: Teach the Lily
(Lotus) and the Rose! Other helpful directions were not forthcoming and thus it has
been a challenge for me, each time I have prepared to teach this subject, to discover more
of what lies hidden (in an esoteric sense) from our outer sense perceptions.

Furthermore, over the years I have held numerous discussions with colleagues as to which
should be taught first: animal or plant study. Rudolf Steiner once again leaves this
question for us to answer with his words: In the efforts you must now make to characterize
the form of your Botany lessons, finding whatever examples you can from one plant to
another, it will become clear to you why the animal period must come first. (1)

Questions! Questions! Questions! Maybe an answer to one of these questions may

revealed in the course of your individual research. Maybe some light may be shed on one
or another of the questions in this chapter.

Whenever we teach a subject to the children and it applies especially to the teaching of the
sciences, we must endeavor to present our lessons so that we proceed from Imagination
to Sense Perception. It is the task of the teacher or parent to transform dry, scientific
facts into experiences which are imbued with Life Forces in the truest sense of the word.

I believe that one such approach could be to draw or direct the childs attention to the
wonders of botany through an imaginative foray into the plant world at large, somewhat
along the following lines:
PLANT STUDY PATH OF DISCOVERY CLASS FIVE

Wherever we turn, we appear to be surrounded by plants, they are almost everywhere in

the world around us. We are surrounded by plants of every shape and size. Many are
so small that we are hardly able to see them, whilst others rise above the surface of the
earth to tremendous heights. Plants do not only grow in those regions where the soil is
rich and moist, but also in some of the harshest environments on earth, such as in deserts
or in areas of snow and ice.

Although we associate plants with the earth, we also find them growing on branches far
above our heads, in the sea, on rocks, on pieces of wood, even on remnants of food or on
long discarded articles of leather!!

Plants come in a multitude of varieties, some so strange that we tend to cringe when we
speak of them, such as the plant which eats insects!

Last year we learnt about the animals and their relationship to the earth and to the human
being. This year we will learn something about the plants and how they too are a living,
growing element of the earth with a relationship to the human being which is somewhat
different than that of the animal.

Whilst animals are free to roam at will across the surface of the earth, plants on the other
hand, are generally bound to one particular place and are unable to move by their own
volition. We are able to hear the growls and grunts of animals, but the plants remain
silent and soundless in their environment. Because they are so silent and still, we may be
forgiven when we forget that they are nevertheless hard at work throughout the seasons of
the year.

Just as animals have many problems to face during their lives, such as finding food or
protecting the off-spring from predators, plants too have similar problems. First and
foremost, they must find a safe place in which to live and grow. They must obtain food,
be prepared to defend themselves from attack from animals and other plant rivals and
have offspring so that their species is able to continue in existence.

As human beings, we frequently view the plant as merely an object to utilize at will. To
pluck the flowers for decoration in our homes; to pick the fruit to satisfy our longing for
sweetness; to harvest the grain for the making of bread or for feeding to our animals. But
each part of the plant, whether it be root, stem, leaf, flower, fruit or seed has a purpose for
the plant itself, for they all play an important and essential role in the life of the plant.

Rudolf Steiner frequently reminds the educator to always proceed from the whole to the
parts. A one point, Steiner suggests that a starting point for deeper study in this lesson
would be for the teacher to draw the childs attention to a plant, such as the buttercup, a
plant where roots, stem, leaves, flower, and seed are all able to be present at the same
time.

Following this presentation, the child can be led in the making of a comparison between
the buttercup and a tree. The tree of course has a stem like the buttercup, but in this
instance it is referred to as a trunk and if we look closely at this trunk, we cannot help but
see that it appears to have a greater affinity to the earth from whence it grows, than does
the stem of the buttercup. From this trunk, there spreads out a multitude of branches on
the ends of which sprout a multiplicity of leaves and flowers. It is as if the earth has risen
right up into the crown of the tree, thus forming a meadow of hundreds and thousands of
flowers.
PLANT STUDY PATH OF DISCOVERY CLASS FIVE

Rudolf Steiner goes on to say : (1)

....Now suppose it were so that the plant kept everything down in the earth;
suppose it wanted to develop roots but could not succeed in doing so; or leaves, but could
not do this either; supposing the only thing to unfold above ground would be what is
usually found in the blossom, then you would get a mushroom. And at worst, if the roots
down below fail and only leaves come up, then you have ferns. So you find all kinds of
different forms, but they are all plants.

Proceeding with an imaginative, but non-sentimental approach, we can now bring before
the child a picture of each of the different stages of plant development, relating each to the
phases of human growth and how each stage reminds us that the plant is always
incessantly striving towards the sun, the source of Warmth and Light. Much has already
been written by respected authors about this, so it will suffice for me to summarize the
(3)

phases as follows:

Fungi - the baby of the plant world, totally dependent on

its host (mother) for nourishment.

Lichens - an infant becoming alert to the world around it.

Algae - like a toddler, able to move around in its supportive

watery element.

Mosses - like a young child which is able to stand but still

requiring the support of those around it.

Ferns - like a preschool child beginning to explore the world.

Conifers - the kindergarten stage where the child opens out

to the world.

Flower - capable of standing more alone and ready to learn

about the world (Grade One).

NB. Note for teachers/parents: Botanists have classified plants into seven major
divisions :(2)

Bacteria - these are the smallest, simplest and most primitive plants.

Fungi and Lichen- have no chlorophyll and are therefore unable to make their own
food. Lichens are special types of fungi which contain algae in their bodies
and can therefore make food.

Algae (other than Blue-green algae) - these contain chlorophyll and can
manufacture their own food.

Mosses and liverworts (Bryophytes) - the simplest true land plants.

They have primitive stems and leaves, but no roots.
They are able to manufacture their own food.
PLANT STUDY PATH OF DISCOVERY CLASS FIVE

Ferns, horsetails and club mosses (Pteridophytes) - have a complex system

for the circulation of food and water. They also have a complex
reproductive system.

Conifers (Gymnosperms) - the most primitive living seed plants, usually pollinated
by the wind. Seeds are not protected as are those of the angiosperms.

Flowering Plants (Angiosperms) - these are the highest plants with enclosed
seeds and usually with conspicuous flowers.

******

Plants and the Human Being

As educators, we can look more closely at these phases of plant growth and discover that
they correspond to the temperaments of the human being:

Phlegmatics fungi (mushrooms) spores

Sanguines ferns, leaf plants spores

Melancholics conifers seeds (no proper flowers)

Cholerics flowering plants seeds

At the end of the tenth discussion in the book Discussion with Teachers, Rudolf Steiner
gives a very challenging piece of homework to the participating teachers! I must omit that
I havent attempted to compile a list as he suggests! However, I will include the task here
for your interest:

Now here is your task for tomorrow. Please make out a table, placing on the left a
list of the characteristics of the human soul from thoughts down through all the emotions of
the soul, feelings of pleasure and displeasure, active violent emotions, anger, grief, etc.
right down to the will; certain specific plant forms can be compared with the realm of the
human soul. On the right you can then fill in the corresponding plant species, so that in
the table you have the thought plants above, the will plants below and all the others in
between.

From what is written above, we are able to see a partial answer to the question posed at
the outset of this chapter, namely:

How then does the earth work upon the plant? Just as the human body works; so
that when you come to the plant world you have to compare the human body with the
earth (and with something else, as you will find out for yourselves).
PLANT STUDY PATH OF DISCOVERY CLASS FIVE

Plants as a Soul Gesture of the Earth

We are able to make more comparisons if we turn our attention to inner systems of the
human being and their relationship to the different parts of the plant:

Human Being Plant Chemical Element Senses

Nerve/Sense System Root Sulphur (cold) Thinking

Rhythmic System Stem and Carbon (balance) Feeling
Leaf

Metabolic System Flower and Phosphorus (warmth) Will

Seed

Returning once again to our lesson presentation. Now would be an appropriate time to
introduce the three different plant families, each of which again corresponds to a phase of
human development. However, I would advise that any comparisons arrived at should be
for the benefit of the teachers greater understanding of this fascinating subject, rather than
something which should be conveyed to the children. I also personally draw a line at
placing consciously before the child, the picture of the plant as an upside down human
being. This is frequently done and I feel that such presentations are not necessarily
beneficial to the general public image of Steiner Waldorf education.

If the children make their own comparisons, all well and good! I include, on a separate
page, my own diagrammatic interpretation of this concept which I produced as an
overhead projection for a talk I gave at a pedagogical meeting earlier this year.

Plant Family Soul Characteristic Age

Lilaceae Will (0 - 7 years)

- includes lily, daffodil,
tulip, etc.

Rosaceae Feeling (7 - 14 years)

- includes rose, cherry,
plum, etc.

Umbelliferae Thinking (14+ years)

- root vegetables and
(some) trees.
*******

Kind hearts are gardens, Feeling realm - Soul

Kind thoughts are roots. Thinking realm - Spirit
Kind words are blossoms, Balance between Soul and Spirit
Kind deeds are fruit. Freedom of Action - Will

******
PLANT STUDY PATH OF DISCOVERY CLASS FIVE

So far we have looked at the development of the plants from Fungi through to the Conifer.
We can conclude that each plant has gained a greater connection to Warmth and Light.
As the plant received more and more Light, so did it slowly achieve perfection. The
crown of the Plant Kingdom is attained with the unfolding beauty of the Flowering Plant.

We are able to compare the development of the plant with the human being as as much as
we grow and become capable of more and more, until the moment arrives when we are
able to stand alone and erect in the world, to learn about the world around us and to learn
to serve the needs of that world.

The Four Kingdoms of Nature

Earth

It is impossible to speak about the Plant World as a life form divorced from the Earth. The
two belong inextricably together. The Earth is the substance from whence the plant
attains its nourishment, without which it would be unable to develop roots, stem leaves or
flowers.

Air

The air, in the form of Carbon Dioxide, enables the plant to transform substances taken
from the earth into food through a complex process called Photosynthesis.

Fire

Warmth and light aid the process of photosynthesis.

Water

Water works together with light in producing the air we breathe (oxygen).

Even though the Four Elements may be readily available to the plant, there are two other
forces which are required for the plant to realize its full potential. For as long as the plant
exists, it is in a continual process of dying and growing, of death and renewal. For this
to be possible, a Life (Etheric) Force must be present in the plant. This continual growth
and metamorphosis would also not be possible without the final element.......Time!

Time and the Cycle of Life

The workings of the Four Elements over a period of Time is no more apparent than in the
Four Seasons of the Year, as experienced in the temperate climates of the world.

In each season we are able to observe the workings of one or another of the elements.
The season of Winter the warmth of the earth bring influences to bear on the cradled seed.
Early Spring sees the earth and the watery elements working together to promote
germination. In late Spring, water and air combine to bring forth stem and leaves. By
mid-Summer, the air and light of the sun call forth the first buds and flowers. Insects,
such as bees and butterflies pollinate the blossoms. The Autumnal (Fall) light and warmth
of the sun ripens the fruit of the plant until by early Winter, the seeds fall into the cradle of
the Earth.
PLANT STUDY PATH OF DISCOVERY CLASS FIVE

I have attempted below to produce a diagrammatic overview of this process, at the same
time relating the Life Cycle of the Plant to that of the Butterfly, a relationship which Rudolf
Steiner spoke and wrote about on numerous occasions. (4)

THE FORM OF THE PLANT

When we take a seed in our hands, it appears to be a dead, lifeless object, not unlike a
tiny stone. But when this seed is planted in the soft, moist earth, the food stored within
the shell of the seed becomes enlivened and begins to swell until the seed cover bursts.
Then the seed begins to grow.

What does it take for this seed, which to all appearances appears lifeless, to have the
ability to grow? We are familiar with the influence of the warmth of the sun upon plants,
as well as the effects of the air and rain. How powerful any of these elements are can
easily be observed in times of bush fires, when a dormant seed, such as that from the
wattle, will quickly send forth shoots into the earth after the devastating effects of a
bushfire. The fire itself seems to have awakened the Life Forces within the seed.

So too does this happen with the seed when nestled in the womb of the Earth. She
awakens these life forces, giving the seed the encouragement it requires to be able to
sprout and grow.
PLANT STUDY PATH OF DISCOVERY CLASS FIVE

The ROOTS are the first to appear. Delicate white threads that always reach down into
the earth for nourishment, just as the newly born child turns to its mother for nourishment.

Then the STEM begins to emerge, reaching upwards towards the LIGHT and WARMTH of
the Sun.

Whilst the seedling is growing up through the earth, it is unable to make its own food. It
depends entirely on what food it has been able to store within itself. If planted too deeply
in the earth, the seedling can use up its food supply before breaking through the surface of
the earth, thus dying.

Once through the surface of the earth, the seedling develops and slowly unfolds its leaves.
If it is a simple plant, such as grass, wheat, oats, barley or rye, then it will only produce
one seed leaf. The more complicated plants such as beans or other legumes, produce
two seed leaves. They are alternately known by their scientific names of:

MONOCOTYLEDON and DICOTYLEDON

It is from these leaves that the plant gains its food for the first days of its life. As the food
is used up, so the first leaves shrivel and die away. By this time, the plant has grown
other leaves, and roots are spread out into the soil, taking up nourishment. It is now an
independent plant, able to feed itself. How it is able to do this, we will touch upon at a
latter stage.

Two plants which epitomize these groupings are the Lotus/Lily and the Rose.

ROOTS

Plants stretch their ROOTS out into the earth to find nourishment. It is the delicate
outside roots which do most of the work. Plants have different root systems as we will
discover.

First let as consider the plant such as the dandelion or carrot. Both have a root which
stretches down deep into the earth. Why should this be? Why should a plant need to
have such a long root system? The reason is to enable the plant to tap the sources of
water in time of drought. Such a root system is appropriately referred to as a TAP ROOT.

Strawberries and buttercups, have what are known as RUNNERS or more correctly, a
FIBROUS ROOT system. This is not so much for retaining water, but rather for retaining
the earth which might otherwise be washed away by rain!

Other plants which develop fibrous roots are daffodils, tulips and onions. Although all are
bulbs, the root-proper consists of fine fibrous shoots which grow out of the base of the
bulb. But what is a bulb actually? It is a bud which is produced on the underground part
of the stem. This develops and swells into a new bulb or corm (as with the gladioli)
ready for the next season.
PLANT STUDY PATH OF DISCOVERY CLASS FIVE

There are other plants which also produce new plants from their stems rather than from
seeds. Such plants as the iris or couch grass produce stems which grow horizontally
under the earth. These are called RHIZOMES. In both cases, shoots and roots grow
from swellings on the stem, known as nodes from which new plants are formed. Older
parts of the stem die and rot away.

Iris rhizomes are swollen with stored food. Some plants, for example the potato, have
slender rhizomes with swollen tips. These swollen tips are called TUBERS. The actual
potato is the tuber; it eyes are dormant buds.

STALKS AND LEAVES

Some plants have stalks which rise straight up, others have twisting stalks, whilst still
others keep branching out like a tree.

Leaves can be of many different shapes and sizes. Some are long and thin, others broad.
Many are rounded in shape, others have serrated edges, whilst still others are spiky...even
prickly! (Have children make a collection of leaves to observe and draw).

We are also able to determine whether a plant belongs to the Monocotyledon or

dicotyledon grouping by the veins on the leaves. When the veins run parallel to one
another, then the plant is in all probability a monocot. When the leaves spread out over
the the leaf in a complex fashion, the plant will belong to the dicot family.

It is the leaves which make the food for the plant through a process known as:

PHOTOSYNTHESIS

As human beings, we rely on the intake of food containing minerals from the earth, and
fluids such as water, to give us the strength to grow, work and to play. We also need the
light and warmth of the sun, and fresh air if we are to be healthy. Too much or too little of
any of these can make us unwell. The transformation of all these elements takes place
within our bodies without us being consciously aware of what is taking place.

The plant, as we know, takes its nourishment from the earth and from water in the form of
minerals. It requires the warmth and light of the sun to grow and to transform itself from
seed into a fruit bearing plant. However, it is unable to consume solid food like us.
Instead, it has to create its own food supply out of the Four Elements...a remarkable
achievement!

In the plant, a complicated process takes place in the leaves called PHOTOSYNTHESIS.
Each plant contains a substance known as CHLOROPHYLL (which gives the plant its
green color) that helps the plant to make its food, together with the LIGHT from the Sun.

LIGHT is captured or absorbed by the CHLOROPHYLL in the leaves and taken into the
leaf. The air which we and the animal world breathe out is called CARBON DIOXIDE (a
chemical term which the class will hear more about in Grade 8 Chemistry). Carbon, as
we all know, is a residue left over when something is burnt-up. The air that we breathe in
is therefore somehow consumed by the warmth of our bodies and the residue (carbon) is
exhaled. It is this form of AIR which is required by the plant kingdom. Carbon dioxide
enters the leaves through minute holes (pores) whilst WATER enters the plant via the
roots.
PLANT STUDY PATH OF DISCOVERY CLASS FIVE

Once the leaf has absorbed these substances, they will join together to go through a
miraculous transformation, being formed into GLUCOSE, a simple sugar, which is the
ENERGY food for the plant.

We are aware of our RESPIRATION when we are engaged in a strenuous activity. At

such times, we breathe out the Carbon Dioxide which the plants need for their existence.
But this breathing process is a two-way thing, for the plants also give out a form of air that
is vital for our existence, namely OXYGEN. We could not survive without oxygen, almost
all the Earths supply comes from plants.

Thus we are able to understand that we are not just dependent on the Plant World for the
food we eat, but also for the AIR we breathe.

PHOTOSYNTHESIS
PLANT STUDY PATH OF DISCOVERY CLASS FIVE

POLLINATION

Now that we have a better understanding of the growth of the plant, we can turn our
attention to the form of the plant in greater detail, especially the FLOWER. A simple
flower is comprised of the following parts:

Green, leaf-like parts called SEPALS form a protective chalice CALYX to hold the rest of
the flower. A ring of petals (COROLLA) enclose a circle of STAMENS (male) . In the
very centre is the PISTIL.

The COROLLA of petals is often brightly colored for the express purpose of attracting
insects, especially bees and butterflies, to the flower. The bee enters the flower, brushing
past the STAMENS which are covered with POLLEN. This sticks/adheres to the bee.
The bee meanwhile, feeds on the juices of the flower (NECTAR) and then leaves to fly to
another flower of the same kind.

On entering, the bee brushes past the PISTIL (female), leaving behind some of the
collected POLLEN on the tip of the PISTIL. Pollen is formed of very small, microscopic
grains and these then send shoots down into the OVARY at the base of the PISTIL.

Once this has happened, the petals, pistil and stamens die off. Seeds then begin to form
in the OVARY. As we already know, a fully formed seed contains the food supply for the
new plant. During this time, a pod, berry, fleshy fruit or nut is developing around the
ovary and seeds. When this FRUIT is ready and ripe, it will leave the Mother Plant.

There are several kinds of fruit, the most common being:

Pods Peas, beans and other legumes

Drupes Cherry

Multiple Drupes Blackberry, strawberry,

raspberry

Berries Tomato, orange

Pomes Apples, pears

Nuts Walnut, almond, hazel, coconut

PLANT STUDY PATH OF DISCOVERY CLASS FIVE

Very often, the fruit or container has the sort of shape which will help the seeds to travel
away from the Mother Plant. Some drift, such as the dandelion. Dandelion seeds have
a silky parachute enabling them to drift away. Other seeds have a soft down which helps
then to drift away in the breeze. Still other are hikers which hook themselves onto a
passing animal or human. Some are so attractively presented and delicious to eat, that
they are swallowed whole by herbivorous animals or birds to be deposited by the creatures
some way off....complete with a fertilizer wrapping!!! Some seeds even float away in
rivers or creeks. Plants produce more seeds than are needed, for many never develop or
perhaps die in their early life.
PLANT STUDY PATH OF DISCOVERY CLASS FIVE

PLANTS AND THEIR USAGE

Many of the plants around us in the world are of great use to human beings. We have
developed grasses which feed livestock and produce grain for bread. Others have been
developed to produce vegetables. We are able to gather nuts from certain trees and fruit
from others, as well as wood.

Some plants which we find can be poisonous to use; some can be used for healing and in
some instances, they are capable of being both a danger and a blessing to human beings.
Some uses of wild plants are:

Nettle Purifies blood

Marigold Healing cuts and abrasions

Echinacea Colds and flu

Camomile Stomach disorders

Mulla Mulla (Australian) Fevers; Travel Sickness; etc.,.

Bottlebrush (Australian) Headaches

Spinifex (Australian) Insects bites/stings

Paw Paw (Australian) Vomiting

Many plants supply us with strong drugs which can be used to good purpose. But some
can do great damage to the human being, if not prescribed by a doctor. If a person
begins to take a drug, within a period of time they become addicted to it , which generally
means that they no longer have the inner will power to do without this particular substance.

Whether one approaches this subject at the end of Grade 5 or later depends to a great
extent on the maturity of the children concerned. I was able to broach the subject of
tobacco, alcohol and marijuana with my class.
PLANT STUDY PATH OF DISCOVERY CLASS FIVE
PLANT STUDY PATH OF DISCOVERY CLASS FIVE

HIDDEN WONDERS

Our botanical studies would not be complete without turning to the hidden beauty of the
plant, namely the geometry especially apparent in flower and fruit.

Earlier we learnt how to distinguish monocotyledons and dicotyledons by the leaf vein
systems. However, it is also possible to identify the plant by its geometrical form.

The Monocotyledon is primarily based on on the 6-pointed star (the hexagram), whilst the
Dicotyledon has the 5-pointed star (pentagram) as its prime form.

This much can be brought to the attention of the children. For a more detailed
description, I would suggest that educators refer to the booklet by Roy Wilkinson Plant
Study - Geometry for the age groups 11 and 12. (RSCP).

For educators, we may look more closely at these wondrous revelations of the plant world.
This material is not for sharing with the students!

During Grade Five, the children will have heard many stories from Ancient Mythologies
about personages such as Buddha, Ahura Mazdao and, Isis and Osiris. They will have
understood that guidance for the human being came from those with Wisdom....the priest-
kings.

In Grade Six, our attention turns to the Roman Empire and the Birth of Christianity. The
influence of the priest-king is diminished and the human being begins to act from out of
his/her own initiative.

To put it another way. Wisdom was something which came from the outside, as in
Egyptian times, when human beings were guided by the Gods (priests). With the advent
of Christianity, the Ego (I) works from within and the role of the priests declines.

This transformation can be seen in the two symbols:

Egyptian Tao (head) Rose Cross (heart)

Wisdom Love

Wisdom Love
(Etheric) (Astral)
PLANT STUDY PATH OF DISCOVERY CLASS FIVE

Great artists knew of these mysteries, as can be seen from art dating back many
centuries. Two examples are:

Buddha and the Sacred Lotus

The Mother of God in the Rose Arbor

Stephan Lochner (c. 1451)

I began this chapter with questions, questions, questions!! I do not feel that any definitive
answer has been given to any one question, but I hope that my sharing will inspire others
to do their own meditative research into this intriguing area of study.
PLANT STUDY PATH OF DISCOVERY CLASS FIVE

The plant seeds are quickened in the night of the earth;

The green leaves are sprouting in the power of the air;
The fruit becomes ripe in the might of the Sun.

So quickens the Soul in the shrine of the heart;

So blossoms Spirit power in the Light of the World;
So ripens human strength in the Glory of God.

Rudolf Steiner.

THE LOTUS FLOWER

The lotus shares some associations with the lily. Lotus flowers, which bloom in water, can
represent female sexual power and fertility as well as birth or rebirth. The lotus often
appears in Hindu and Buddhist stories, where Buddha is often shown sitting on a throne of
lotus blossoms.

Lotuses appear in both Hindu and Buddhist mythology. Hindus refer to the god Brahma as
"lotus-born " for he is said to have emerged from a lotus that was the navel, or center, of
the universe. The lotus is also the symbol of the goddess Padma, who appears on both
Hindu and Buddhist monuments as a creative force.

The holiness of the flower is illustrated by the legend that when the Buddha walked on the
earth he left lotuses in his trail instead of footprints. One myth about the origin of Buddha
relates that he first appeared floating on a lotus.

The phrase "Om mani padme hum," which both Hindus and Buddhists use in meditation,
means "the jewel in the lotus" and can refer to the Buddha or to the mystical union of male
and female energies.

In Asian mythology the lotus often symbolizes the female sexual organs, from which new
life is born.

According to a Japanese legend, the mother of Nichiren (Lotus of the Sun) became
pregnant by dreaming of sunshine on a lotus. Nichirin founded a branch of Buddhism in
the 1200s.

The ancient Egyptians portrayed the goddess Isis being born from a lotus flower, and they
placed lotuses in the hands of their mummified dead to represent the new life into which
the dead souls had entered.

THE ROSE

An ancient Hindu legend tells how Brahma (the creator of the world) and Vishnu (the
protector of the world) argued over whether the Lotus was more beautiful than the Rose.

Vishnu backed the Rose, while Brahma supported the Lotus. But Brahma had never seen
a Rose before and when he did, he immediately recanted.

As a reward Brahma created a bride for Vishnu and called her Lakshmi she was
created from 108 large and 1008 small Rose petals.