The Rudolf Steiner Archive

9. Speech at the First General Meeting of the “Freie Waldorfschule” Association

[ 1 ] Ladies and gentlemen! I hereby open the first regular general meeting of the “Freie Waldorfschule” association. Before I go over the agenda, please allow me, on behalf of the board, to extend a most warm welcome to you all. Naturally, only a small number of the association’s members have been able to attend today, but our welcome should be all the more heartfelt for this small group; we have 1,400 members, and it has been a long time since so many were present. It is therefore all the more gratifying that such a substantial number has gathered. First of all, ladies and gentlemen, here is what needs to be said regarding the development of the Waldorf School to date: We have completed two school years; as you are likely aware from the various publications that have already appeared, with this Waldorf School—founded by Emil Molt—we have sought to create something new based on new pedagogical and from the perspective of a general humanitarian way of thinking—that it can truly create something new in various directions, unleashing new forces necessary in the realm of teaching and education to take the necessary action against the forces of decay and decline that are so clearly visible in our time. It is understandable that something important must be done at the present time in the field of teaching and education. Such a task was not easy; it involved proceeding in the selection of teachers in such a way that the spirit of all that we might call a necessary new pedagogical and didactic way of thinking truly lives on in those who are to be teachers and educators.

[ 2 ] We also had to reach an agreement among the teaching staff regarding the specific aspects of our pedagogical and didactic work that would become our responsibility. To that end, a pedagogical and didactic course was first held for the teaching staff in its initial composition before the school opened, and it was on this basis that we then attempted to conduct instruction and education. This somewhat longer pedagogical course, which preceded the opening, was followed by a shorter supplementary course before the start of the second year, and a second supplementary course is now being held just before the start of the third school year. During the various visits I was able to make as the educational director of the Waldorf School over the course of these two years, it has become evident—and this can be said after careful consideration—that, despite all the difficulties that individual teachers and educators have had to overcome—partly due to external circumstances and partly because the task is challenging—it has become possible for the spirit that reigns in our school to has taken hold of the teaching staff with ever-increasing intensity. We have witnessed an upward trend; and the way in which this spirit of the Waldorf School has become more and more deeply ingrained gives us hope that we will also see a continued growth in the Waldorf spirit in the coming school year. It has become apparent that the teachers who have joined the existing staff—as the school’s expansion made necessary—are truly assimilating the spirit of the Waldorf School with astonishing speed, so that in this regard one can say: This spirit of the Waldorf School has increasingly become something alive, something one encounters and is moved by upon entering the Waldorf School.

[ 3 ] In this regard, based on an objective assessment, we can report only positive developments; we can hope that, by cultivating the spirit we are striving for, we will gradually be able to provide clear evidence that the Waldorf School will be able to achieve its goal. This is what can be said about the spirit that prevails in the school and in the teachers’ conferences—the spirit that, as I observed while examining this matter, was evident in the way of thinking and in the attitude of the teaching staff. The teaching staff consists of the school’s founder, Mr. Emil Molt, and his wife, who, in a sense, serve as patrons, as well as the individuals you are familiar with; the pedagogical leadership has, by the nature of things, fallen to me, and I may say: In the faculty meetings held in my presence, and also during my observations of classes—which, after all, have taken place frequently over the course of the past two years—what I have just outlined has become quite evident. That, in a nutshell, is what must be said from one perspective; however, this must, of course, be balanced by a view from the other side. This is what I believe I stated with full justification in various speeches before the school’s opening and also at the opening itself: that the mission of the Waldorf School is only fully fulfilled if other such schools are established very quickly alongside it. For a single school can, of course, offer nothing more than a model example of what we have established in terms of pedagogy and didactics. I believe I can say this before you with good reason. Such a model example can be established; yet, in our time—when it is necessary to carry the spirit referred to here into the entire educational system in accordance with the threefold social order, which calls for a truly free spiritual life in regard to education and instruction—such a model example is, of course, only a beginning. This spirit can only be achieved by ensuring that the Waldorf school ideal is disseminated as widely as possible. The Waldorf school must find successors; and this, of course, depends on the widest possible circles showing interest in the Waldorf school. We may, however, say that the members of the Waldorf School Association have truly shown commendable interest through their active participation, as have the parents. Unfortunately, however, interest in the Waldorf school idea among the broadest circles has not materialized; it remains exceptionally low. Aside from one initiative, which was thankfully undertaken on a small scale within Central Europe, the Waldorf school has found no followers. Very few efforts have emerged to establish such a following. It can also be said that, from another perspective, interest has by no means manifested itself in the way one might actually have expected: Money is needed, even if only a single school is to flourish as a model. We must organize things so that we add one class each year. Having founded the school with eight grades, we added the ninth grade last year; and with the opening of the third school year, which takes place tomorrow, we will have to add the tenth grade. We will thus continue to expand our school upward each year, so that our upper grades can lead directly to various colleges and universities, and we can indeed prepare our students to the point where they can take the high school graduation exam upon leaving our school. We still have time to do this, but this is how the school is to be developed. This, of course, requires ongoing physical expansion of the school. Furthermore, it has become apparent that the original idea—to establish the school primarily for the children of Waldorf-Astoria factory employees—has broadened in scope. More and more applications have been coming in from the widest possible circles; and there is certainly a certain amount of interest in this direction. There is already a definite interest in the growth of the school, in the expansion of this one school, and in its spirit. This is evident in the fact that we are receiving student applications from all sides, and that most classes have to operate with parallel classes.

[ 4 ] The fact that there are difficulties regarding the school’s expansion will be mentioned in the board’s report. In any case, it is clear from this that it is necessary to show financial support for the school. One really cannot say that the school has received such financial support. Every time an expansion is necessary, we face new financial concerns. Therefore, the Board must address these concerns in its report to this regular general meeting of members today. While on the one hand we may report on the satisfaction we derive from the school’s spiritual progress, this must be balanced by our need to report on the concerns we have—concerns that will, in particular, “grow significantly” over the course of the coming weeks. Naturally, the teaching staff cannot resolve these concerns on their own; they already have their hands full managing the school’s spiritual progress. This is something that should be communicated to the wider public in an appropriate manner in the near future. We simply need to spark interest in providing financial support for the Waldorf School; otherwise, even this single example—which has been set by this one school—would not be able to be expanded in the necessary way. It is to be hoped that, if we succeed in gradually arousing the interest of the broadest public in the spirit of the Waldorf School and in its achievements, the other necessary steps will follow: the expansion of the Waldorf School idea through the establishment of successor schools and the founding of further such schools. If this does not happen, it will remain merely a kind of model example. This would by no means do justice to the idea of the Waldorf school movement. This is what I wanted to bring up as chairman of the Waldorf School Association.

From the discussion at the general meeting on June 17, 1921

[ 5 ] E. Molt: It seems to be one of the most rewarding tasks to express our heartfelt gratitude to Dr. Steiner for his devoted leadership of the school. We know that we owe the school’s flourishing development to him.

[ 6 ] Dr. Steiner: Ladies and gentlemen! I would like to thank Mr. Molt for his kind words, and I thank everyone for their approval of his kind words. I believe I may also express this gratitude on behalf of the entire teaching staff of our Waldorf School. There can be no doubt that whatever this teaching staff may have achieved—whatever it was able to do to contribute to the development of the Waldorf School—could only have been accomplished because the entire teaching staff is deeply imbued with the necessity of the Waldorf School ideal, because every single member of this teaching staff is passionately committed to this Waldorf school ideal, and from this enthusiasm comes the strength to work for what is, in essence, a new endeavor. We may assume that, despite many difficulties, this enthusiasm will remain with us—those of us who are responsible for the Waldorf school and its spiritual progress—and, as a result, the strength to act will also remain. And in this spirit—because you may well believe that we work at this school out of pure enthusiasm for the Waldorf school ideal—you will also be able to accept the promise that I would like to make on behalf of the faculty, both in my own name and in the names of my dear friends. You will accept our promise that we will continue to work in the future in the way that you—who have shown such deep interest in the Waldorf School—deem appropriate, in a manner that will satisfy you.

[ 7 ] A request is made for an opportunity to visit the Waldorf school.

[ 8 ] Dr. Steiner: I don’t think a tour of the Waldorf School itself would be particularly informative, and the teaching staff would be unable to lead a tour tomorrow morning. It might be possible to adjust your plans so that you can attend the opening ceremony tomorrow at 9:30 a.m. in the local Stadtgartensaal, provided there aren’t too many of you. May I ask the distinguished guests here—and I’m sure the teachers would have no objection—if it seems feasible to you, to adjust your plans so that you can attend the opening ceremony tomorrow. Should you wish to take a walk in the evening after 6:00 p.m., the faculty members will be happy to show you around the building tomorrow after work.

[ 9 ] A member: Maybe we could let people visit the school on a specific day? Like during the eurythmy classes?

[ 10 ] Dr. Steiner: Eurythmy is part of the curriculum; the same considerations that apply to the rest of the curriculum would apply to eurythmy. I would like to note that, at most, this could involve a decision to visit the school when it is empty of children and teachers. There could be no question of a tour of the school during class time. For such a tour should only take place after careful prior consideration and after prior consultation with those who wish to learn something from the tour of the school. These might include, for example, those who wish to see the school because they intend to establish a similar school elsewhere, or because they themselves wish to contribute in a meaningful way to the dissemination of the Waldorf school ideal. Essentially, visits to observe the school’s operations can only involve such rare cases. Of course, we have already received numerous requests along these lines, but it cannot go any further than that. This is not possible for purely pedagogical and didactic reasons. Even a justified visit to the school during class always constitutes a disruption—a disruption of instruction that cannot be justified from a pedagogical standpoint. Whoever enters the classroom disrupts the lesson. It may be justified to disrupt the lesson for a higher purpose. In that case, such reasons must be accepted. One should, after all, recognize that a lesson is something that requires concentration and should therefore, under no circumstances—unless it is absolutely necessary—be subjected to observation by visitors.

[ 11 ] I believe it is also the view of the other members of the faculty that, under these circumstances, the most we could do—and this would be a burden that can hardly be expected at this time—is to allow you to view the classrooms. Now, I can assure you that they will be quite a sight to behold if we receive sufficient financial resources. But when it comes to endowment-funded equipment—specifically, the facilities based on endowments—people are much more likely to realize the true cost when they visit other schools. At best, we could run the risk that they’ll tell us, “We didn’t see anything, and the teaching materials are by no means plentiful. Give us our money back!”

[ 12 ] With regard to eurythmy, it should be noted that we have done everything possible to demonstrate the state of eurythmy today. We have organized events where people can see Waldorf school children engaging in eurythmy. Hopefully, such events will continue to be held. This can be an opportunity for people to see for themselves what Waldorf school children are capable of achieving through eurythmy. For pedagogical reasons, it seems to me truly inadvisable to make any exceptions regarding eurythmy to the general rules that apply to instruction.

[ 13 ] To date, every legitimate desire to learn about what goes on at the Waldorf School has been accommodated to the greatest extent possible. The opportunity to visit the Waldorf School has also been taken advantage of to the greatest extent possible—though not always in a desirable way.

[ 14 ] Essentially, nothing constructive can come of this matter if, with regard to handling interactions with the outside world and school tours, any directive other than that issued by the Waldorf School administration and the teaching staff is possible. It seems impossible to me that the school administration would receive any instructions from an association. The point here is that, even regarding this matter, only the appropriate judgment of the teaching staff should be taken into account, so that it did not seem necessary to me at all to vote on it within the Waldorf School Association as to whether it should be permitted or not. How this matter is handled should depend entirely on the teaching staff. It was probably not even a motion.

[ 15 ] ... It is not possible for what I said in the first part—that the spirit of the Waldorf school is presented to visitors—to be developed in this way. This must be developed in the classroom. There is no other way to do this than through the methods that have been used so far. The spirit of the Waldorf school can only be brought to the public’s attention if those who have children become familiar with the educational ideals, and if parents—as well as others involved—bear witness to them in public. There is no other way for the spirit of the Waldorf school to be recognized.

[ 16 ] I can assure you of this, since I know that the proposal stems from good will: over the past two years, we have made concessions in every direction. We must be very vigilant to ensure that no nosy people come. In the future, too, we will not turn away anyone who is entitled to visit the school.

[ 17 ] And now that we have reached the end of the meeting, please allow me, on behalf of the Board of Directors, to express our heartfelt thanks for your willingness to attend this first meeting. I hope that the experiences you will have here will prove rewarding to you, given the interest you have shown today by attending. With this in mind, I thank you on behalf of the Board of Directors of the Waldorf School Association for your attendance, and I hereby close the first regular general meeting of members.