The Rudolf Steiner Archive

Closing Remarks

[ 1 ] Now everything has been presented here, so that you can get a mental image—with the exception of what will still need to be discussed in some form regarding its technical integration into the school, which we haven’t gotten to yet simply because the staff wasn’t available: that is, women’s handicrafts. This is something that still needs to be integrated in some way. It needs to be addressed, but there was no one available who would have been a suitable candidate.

[ 2 ] Now, of course, it will be necessary for us to discuss the school’s practical organization as well—specifically, to discuss with you which classes you will be teaching, how we will schedule activities for the morning and afternoon, and so on. This must be discussed before we begin classes. Tomorrow will be the official opening ceremony, and then we’ll take the opportunity—tomorrow or the day after—to discuss whatever else is needed for the practical organization. We’ll also hold a decisive meeting on this matter among the inner circle. I’ll also have a few words to say about the school’s dedication ceremony.

[ 3 ] Today I would like to conclude these reflections by once again drawing your attention to what I would, so to speak, like to urge you to keep in mind. That is, that you truly adhere to four things:

[ 4 ] First, that the teacher—both in the big picture and in the details, through the spiritual depth of his profession and in the way he articulates each word, develops each concept, and conveys every single feeling—should have an impact on his students! That the teacher be a person of initiative, that he possess initiative! That he never become careless—that is, that he never fail to be fully engaged in what he does at school and in how he behaves toward the children. That is the first point: The teacher should be a person of initiative in both the big picture and the small details.

[ 5 ] The second point, my dear friends, is that as teachers we must take an interest in everything that exists in the world and concerns human beings. As teachers, we must take an interest in all things worldly and all things human. To shut ourselves off in any way from something that might be of interest to people—if that were to take hold in a teacher—would be most regrettable. We should take an interest in the great affairs of humanity. We should be able to take an interest in both the great and the smallest matters concerning each individual child. That is the second point: The teacher should be a person who takes an interest in all that is worldly and human.

[ 6 ] And the third point is: The teacher should be a person who, deep within, never compromises with untruth. The teacher must be a person of profound inner truthfulness. He must never compromise with untruth; otherwise, we will see how untruthfulness seeps into our teaching through many channels, especially in our methodology. Our teaching will only be an expression of truth if we are carefully mindful of striving for truth within ourselves.

[ 7 ] And then there is something that is easier said than done, but which is nonetheless a golden rule for the teaching profession: A teacher must not wither or become embittered. A fresh, vibrant spirit! Do not wither, and do not become embittered! That is what a teacher must strive for.

[ 8 ] And I know, my dear friends, that if you have truly taken to heart what we have explored from various angles over these fourteen days, then—precisely through this detour through the world of feeling and will—what seems distant will come very close to you as you put these lessons into practice. Throughout these fourteen days, I have said nothing other than what can become immediately practical in the classroom if you allow it to take effect in your souls. But our Waldorf school will depend, my dear friends, on your proceeding in this way within yourselves—on truly allowing the things we have now gone through to take effect in your souls.

[ 9 ] Think back on some of the things I have tried to make clear in order to foster a psychological understanding of human beings—namely, the developing human being—think back on some of those things! And if you don’t know how to present one thing or another in class, or when to present it, or at what point, then ideas about such instructional approaches will come to you wherever you are if you correctly recall what has taken place over these past fourteen days. Of course, much of this would need to be said many more times, but I certainly do not wish to turn you into teaching machines; rather, I want you to be free, independent teachers. This is also how what has been presented to you over the past fourteen days has been approached. The time was so short, after all, that we had to rely on your dedicated and understanding efforts.

[ 10 ] But always keep in mind what has just been said about human understanding, and especially that of children. It will be helpful to you in addressing all specific methodological questions.

[ 11 ] You see, when you look back, our thoughts will surely converge as we reflect on the various impulses of these fourteen days. For I myself—I can assure you of this—will look back! For this Waldorf School weighs very heavily indeed today on the minds of those involved in its founding and establishment. This Waldorf School must succeed! Much will depend on its success! Its success will serve as a kind of proof for many aspects of spiritual development that we must champion.

[ 12 ] If I may now say a few words to conclude, I would like to say: For me personally, this Waldorf School will be a real source of concern. And I will have to return to this Waldorf School in my thoughts, with concern, again and again. But if we consider the full gravity of the situation, we can truly work well together. Let us hold fast, in particular, to the idea that fills our hearts and minds: that the spiritual movement of the present is, after all, just as closely connected to the spiritual forces governing the course of the world. If we believe in these good forces, they will be a source of inspiration in our lives, and we will be able to teach.

[ 13 ] (Whatever else I have to say to you on this subject will be addressed when we briefly go over the technical details of assigning classes to the individual instructors.)