Faculty Meetings with Rudolf Steiner
GA 300c
25 May 1923, Stuttgart
Fifty-Fourth Meeting
Dr. Steiner: School has just begun, and we want to see how things go. This is likely to be a very important year. What do you have to report?
A teacher asks about purchasing a history textbook for the twelfth grade.
Dr. Steiner: Well, it’s true the students must know something. In the last grade of high school, history class is mainly a kind of review. That is also the case here. Couldn’t you teach from your notes so that a textbook would not be necessary?
You see, what is really very important is that you summarize everything they need to know as efficiently as possible. I happily remember how, when I was in school, we did not have any geometry books. The teacher summarized the important things in dictations. A self-written book gives you reason to know what is in it. Of course, when the children first had to learn everything they need, we could not do it that way. If such things are to be fruitful, it must be possible to summarize what they need to know. Everything they will be asked about history in the final examination can be written down on fifty or sixty pages. It is clear that no one, not even an expert in history, remembers everything in Ploetz. Giving children such textbooks is illusory. They just have chapter titles, but you could summarize all of the material in fifty or sixty pages. It is possible that all the subject teachers would want textbooks, but we should try to avoid that.
In such questions, an efficient summarization is what is important. Other schools have the children underline the things they need to study. They also need to cover things in a given amount of time. You should dictate such history notebooks beginning in the tenth grade.
A middle-grades teacher asks about notebooks according to blocks.
Dr. Steiner: You should give a dictation at the end of the period about what was just covered. Create the dictation with the children. You can summarize the material in a written form during one period and review it in the next. Use key sentences rather than key words.
How are things going in twelfth-grade mathematics?
The mathematics teacher: Very well. We have covered nearly everything.
Dr. Steiner: I have no doubt that they can well understand these elementary concepts of higher mathematics. I would ask the twelfth grade if they can easily solve such examination questions as: Given an oblique circular cone with axis \(\alpha\) making an angle α to the base, with a radius \(\rho\), compute the height of the cone and the length of the longest and shortest slant heights.
\(9x^2 + 25y^2 = 225\). The coordinates are, \(x = 5\), \(y = 2\). Determine the equation of the tangent and its length. They may also need to solve construction problems: Construct the locus of all points equidistant from a given point and a given plane.
Another question might be: Construct the shadow of a surface of a plane bounded by a circle upon a cone. Or further: Draw a cycloid.
The children also need to become accustomed to writing German essays. You could use what you teach in class for such essays.
A teacher: I think we need to teach the children a little about the technique of writing such essays.
Dr. Steiner: You can show them that by correcting their errors. That is true of style also. I would not give any theoretical discussions about that, as they will be disappointed when their essays are poor. A teacher: They have poor punctuation.
Dr. Steiner: It will not be easy to find a reasonable way to teach punctuation to children. We need to look into this question further, including the reasons for punctuation. This is a question we need to examine pedagogically, and I will prepare that for our next meeting. There does not appear to be any natural way of justifying punctuation. Our German punctuation is based upon the Latin and is very pedantic. Latin has logical punctuation. It arose in Medieval Latin at the beginning of the Middle Ages. There was none in Classical Latin.
Morgenstern wrote a poem about that, “Im Reich der Interpunktionen” (In the realm of punctuation marks). Punctuation is something that cannot be understood before a certain age because it is very intellectual. Children can understand putting a comma before an and only after the age of fourteen, but then they understand it quite easily. A book from Herman Grimm shows that there is actually no higher law in regard to these things. You cannot say they are incorrect. You should read the beginning of Herman Grimm’s book about Raphael. He uses only periods. You should also read one of his essays about how a schoolmaster corrected his errors. Grimm gives an answer to that. He gives a very interesting picture in his volume of essays, in the last one. You can also learn a great deal by looking at a letter by Goethe. Goethe could not punctuate. A teacher asks about seating boys and girls together.
Dr. Steiner: It is better to take such dislikes into account when they exist.
A teacher of one of the middle grades asks about “round writing.”
Dr. Steiner: They can do that.
A class had been divided and the new class teacher thought that he had received almost all the poor students.
Dr. Steiner: I do not understand how this opinion could arise. Why didn’t we divide the class such that it would be impossible for such an opinion to arise? There is no reason for dividing in any way other than alphabetically. That is better than when all the good students are put in one class, and the other has only the poor students.
A gymnastics teacher: C.H. does not want to participate in gymnastics and does not want to do eurythmy because of his inner development.
Dr. Steiner: When little H. begins such things, he is starting along the path of becoming like his older brother. He needs to be moved to participate in all the classes. That is simply nonsense. If you give in, he will be just like his brother. None of the students can be allowed not to participate in all the classes without good reason.
A gymnastics teacher: The upper two grades do not want to take gymnastics. The way they come to class makes me really feel sorry for them.
Dr. Steiner: Part of the problem is that the children did not have gymnastics before. They do not understand why they should take it now. That is something we cannot overcome. It was an error when the Waldorf School was started, and something will always remain of it.
On the other hand, it is quite possible to do something we thought was important several years ago when Mr. Baumann was teaching deportment, namely, to have the children learn manners. That is completely lacking in the upper grades. However, if it is taught pedantically, though we do not need to do it that way, they will become uncomfortable, particularly the boys. We must teach them manners with manners, with a certain amount of humor. I still find that quite lacking. We need to bring in more humor. It is important that you bring more humor, not jokes of course, into the school and into your teaching. You are really too reserved in that regard.
The spirit of the Waldorf School is certainly here, but on the other hand, overcoming human weaknesses through anthroposophy—which itself is a human being—is not something general, but something unique for each person. You could become something very different through anthroposophy. A great deal could occur in that regard, so that it is not Mr. X. or Miss Y. who stands before the class, but Mr. X. or Miss Y. transformed through anthroposophy. I could, of course, just as well mention other people. We must continue to free ourselves from this heaviness. There is a feeling of heaviness in the classes, and we must remove it. Seriousness is correct, but not this lack of humor. People need to lose this humorless seriousness. We need to overcome ourselves through our higher I so that the children cannot come to us and justifiably complain about our behavior. The faculty needs to round off the rough edges of one another. You should, of course, not allow things to go so far that one person allows everything to slip by while another continually complains. With X., you could certainly put your hands in your pockets, but not with Z. That would not be appropriate. There must be a style in the school that acts to bring things together so that there is a real cooperation. This might be a topic for a meeting when I am not here.
A teacher reports about the behavior of one of the older girls.
Dr. Steiner: The girl will say, “Thank God.” She probably had an afternoon tea, and I could well imagine that she did not want to do gymnastics. That has nothing to do with gymnastics. You need to get past some of the children’s selfishness. X. would think it quite funny of the girls, whereas you think it is bad behavior. It has often happened that other teachers are not the least disturbed by such things, so the children do not understand the problem. We need to teach them social forms with some humor. Good social forms are something that influence moral attitudes and affect moral development later in life. They do not need to be carved in stone.
We must pay more attention to overcoming what is human through our higher self. That will become more possible as our workload decreases. In Norway, the teachers have thirty hours. This year, we will be in a position where some teachers have less than twenty hours. The fewer class hours we have, the better we can prepare, which also includes overcoming our individual idiosyncrasies. We do not need to overcome our individuality, only our idiosyncrasies. We may not let ourselves go. That is something that may not happen in any event.
The gymnastics teacher: Should P. I. do gymnastics?
Dr. Steiner: Yes, and he should also do some curative eurythmy. He should do all of the consonant exercises in moderate amounts. Do them all, but not for too long. He is inwardly crippled.
A teacher asks about a student in an upper grade who speaks very softly.
Dr. Steiner: It would be good to have him memorize things. See to it that he learns things from memory, but says them poetically, or at least in well-formed language.
A teacher asks about gardening class for the upper grades.
Dr. Steiner: We offer gardening class only until the tenth grade. We should leave gardening out of the upper grades. The children would like to learn grafting, if you can guide them into its mysteries.
The school doctor: One hundred seventy children have taken the remedies for malnutrition.5 I have examined one hundred twenty, and most of them look better. Eighty have gained two to five pounds.
Dr. Steiner: That is not bad for such a short time. The school doctor asks about tuberculosis of the lungs.
Dr. Steiner: Children who have tuberculosis of the lungs often have infected intestines as well. We should examine those who show the effects in their lungs for tuberculosis of the intestines, because intestinal tuberculosis does not often arise by itself at that young age. In that event, it would be best to try to heal the intestines first.
For cases of tuberculosis in the intestines and the pancreas, put the juice from half a lemon in a glass of water and use that in a compress to wrap their abdomen at night. Give them also the tuberculosis remedies one and two. As far as possible, they should eat only warm things without any animal fat, for instance, warm eggs, warm drinks, particularly warm lemonade, but, if possible, everything should be warm.
The school doctor: It is difficult to differentiate between large- and small-headed children.
Dr. Steiner: You will need to go more thoroughly into the reality of it. So many things are hidden. It sometimes happens that these things appear later with one child or another.
I would now like to hear about the first grade. Are the children taking it up? We need to follow the psychology of this first grade. Every class has its own individuality. These two first grade classes are very interesting groups.
A teacher: The little ones are quite individualistic. They are like sacks of flour, yet individualistic.
Dr. Steiner: You need to be clear that all their shouting is just superficial. You need to find out what excites them.
A teacher asks whether the tendency toward left-handedness should be broken.
Dr. Steiner: In general, yes. At the younger ages, approximately before the age of nine, you can accustom left-handed children to right-handedness at school. You should not do that only if it would have a damaging effect, which is very seldom the case Children are not a sum of things, but exponentially complicated. If you attempt to create symmetry between the right and left with the children, and you exercise both hands in balance, that can lead to weak-mindedness later in life.
The phenomenon of left-handedness is clearly karmic, and, in connection with karma, it is one of karmic weakness. I will give an example: People who overworked in their previous life, so that they did too much, not just physically or intellectually, but in general spiritually, within their soul or feeling, will enter the succeeding life with an intense weakness. That person will be unable to overcome the karmic weakness in the lower human being. (The part of the human being that results from the life between death and a new birth is particularly concentrated in the lower human being, whereas the part that comes from the previous earthly life is concentrated more in the head.) So, what would otherwise be strongly developed becomes weak, and the left leg and left hand are relied upon as a crutch. The preference for the left hand results in the right side of the brain, instead of the left, being used in speech. If you give in to that too much, then that weakness may perhaps remain for a later, a third, earthly life. If you do not give in, then the weakness is brought into balance.
If you make a child do everything equally well with the right and left hands, writing, drawing, work and so forth, the inner human being will be neutralized. Then the I and the astral body are so far removed that the person becomes quite lethargic later in life. Without any intervention, the etheric body is stronger toward the left than the right, and the astral body is more developed toward the right than the left. That is something you may not ignore; you should pay attention to it. However, we may not attempt a simple mechanical balance. The most naive thing you can do is to have as a goal that the children should work with both hands equally well. A desire for a balanced development of both hands arises from today’s complete misunderstanding of the nature of the human being.
They discuss a girl. She needs to be immunized since she just went through a bad case of flu.
Dr. Steiner: That lames the senses under the quadrigeminal plate. This is not an easy situation.
A school-age child needs to sleep eight to nine hours. We need to take care of these things individually. I wanted to show only that a child who sleeps too little will have insufficient musical feeling, and that a child who sleeps too much will be too weak for all the things that require a more flexible imagination.
That is how to tell whether the child sleeps too long or not enough. Those who sleep too much will have little capability with forms in geometry, for example. Those who sleep too little will have difficulty understanding music and history.
A teacher makes a comment.
Dr. Steiner: B.B. is periodically rude. He will have times when he is better and others when he is worse. Realistically, it will take many years for that to improve.
Vierundfünfzigste Konferenz
Aus Berlin anreisend, sprach Rudolf Steiner am 25. Mai bei der dritten ordentlichen Mitgliederversammlung des Vereins «Freie Waldorfschule». Er blickte auf die ersten vier Jahre der Waldorfschule zurück und stellte eine «Umstülpung» des Waldorfgedankens fest. Begann die Schule mit 250 Schülern als sozialer Impuls, so sei dieser jetzt, wo die Schule fast 700 Schüler zählte, zu einem pädagogisch-didaktischen Impuls geworden. «Und heute suchen die Eltern, die ihre Kinder in späteren Zeiten hergebracht haben, die Waldorfschule im Wesentlichen eben wegen dieser Pädagogik und Didaktik auf.»
Er bemerkte, dass es bei Lehrern und Eltern eine Sehnsucht nach dieser Pädagogik und Didaktik gebe, «was tief in unserer Zivilisationsentwicklung als Forderung sitzt». Er hoffe darauf, dass der «Waldorfgedanke» sich so tief im Gegenwartsleben verankere, dass auch die finanziellen Mittel dafür zu fließen begönnen. «Im Lehrerkollegium ist etwas erhalten, wovon ausstrahlt der ganze Waldorf-Impuls, wie da aus dem reinsten Enthusiasmus doch eben ein starkes Wollen sich in die Welt setzt [...]» (GA 298, 5.161)
Themen: Steiner stellt Mathematikaufgaben vor. Interpunktionsfragen. über die Emanzipation vom Geiste der Schwere. Von der Bedeutung guter Umgangsformen in der Schule. Über die Wirkung des Nahrungsergänzungsmittels. Gartenbau nur bis zur 10. Klasse. Karmische Hintergründe der Linkshändigkeit.
Bemerkungen: Bei dem Teil über die Linkshändigkeit wird über die verschieden gelagerten Kräfte des Ätherleibes und AstraIleibes, links und rechts gesprochen. Die Bewegungen (die Drehungen der Wesensglieder) dazu werden erläutert in «Anthroposophie, Psychosophie, Pneumatosophie», Vortrag vom 26. Oktober 1909, Berlin, GA 115, Dornach 2012, S. 58-60.
Das Nahrungsergänzungsmittel (später «Kalknährsalz» genannt) wurde knapp drei Monate verabreicht (siehe Konferenz Nr. 47 vom 14. Februar 1923, Band II). Die Produktion des Mittels war möglich geworden dank einer großen Spende, die Steiner von Frau Rieger bekommen hatte (siehe Konferenz Nr. 48 vorn 1. März 1923).
RUDOLF STEINER: [Wir sind kurz nach Schulanfang.] Wir wollen in diesem, wahrscheinlich sehr bedeutungsschweren Jahre sehen, wie die Dinge stehen. Was haben Sie zu berichten?
WALTER JOHANNES STEIN fragt wegen der Anschaffung eines Geschichtsbuches für die 12. Klasse.
RUDOLF STEINER: ES ist doch so, dass die Kinder etwas wissen müssen. Der Geschichtsunterricht in der letzten Klasse [der Mittelschulen] ist meist eine Art Wiederholung. Das ist auch bei uns der Fall. Wäre es denn nicht möglich, den Kindern durch Notizen den gelernten Stoff so nahezubringen, dass ein eigentliches Lehrbuch entbehrlich wäre?
Sehen Sie, es ist von außerordentlicher Wichtigkeit, dass man diese Methode pflegt, mit möglichster Ökonomie gerade dasjenige zusammenzustellen, was behalten werden soll. Ich selbst erinnere mich mit großer Freude, wie wir durch alle Klassen hindurch kein Geometriebuch gehabt haben, sondern dass das Wesentliche zusammengefasst worden ist durch ein Diktat. Solch ein selbst geschriebenes Buch ist von vorneherein etwas, was ungeheuer viel dazu beiträgt, dass man das auch weiß, was darin steht. Es ist selbstverständlich, wenn die Kinder alles das erst lernen müssen, was sie brauchen, so könnte man das nicht machen. Wenn die Dinge fruchtbar gemacht würden, dann wäre es möglich, dass die Dinge zusammengefasst würden, welche die Kinder wissen müssen. Der zu prüfende Stoff aus der Geschichte ist auf fünfzig bis sechzig geschriebenen Seiten enthalten. Es ist klar, dass niemand, selbst der ein Fachmann in der Geschichte ist, im Augenblick das bei der Hand hat, was im «Ploetz» darin steht. Es ist nur eine Illusion, wenn man so ein Buch den Kindern in die Hände gibt. Das sind bloß Titelüberschriften, während man auf fünfzig bis sechzig Seiten den Stoff zusammenfassen könnte. Es könnte der Wunsch auftauchen, bei allen Unterrichtsgegenständen solche Bücher zu haben; [davon sollte man absehen].
Bei diesen Dingen kommt es an auf das Ökonomische des Zusammenfassens. In den Schulen wird es so gemacht, dass die Kinder unterstreichen müssen, was sie büffeln sollen. Sie müssen schon in ihrer Zeit die Sachen bewältigen.
[Von der 10. Klasse ab ein solches Geschichtsheft diktieren.]
CHRISTOPH BOY fragt nach den Epochenheften.
RUDOLF STEINER: Im Anschluss an die Stunde soll man das Diktat geben über den durchgenommenen Stoff. [Das Diktat] mit den Kindern zusammen aufbauen. Man kann in der einen Stunde die Sache schriftlich zusammenfassen und das in der nächsten Stunde wiederholen. Stichsätze lieber als Stichworte.
[Wie lässt sich die 12. Klasse in der Mathematik an?]
HERMANN VON BARAVALLE: [Wirklich gut. Der Stoff ist fast bewältigt.]
RUDOLF STEINER: Ich zweifle gar nicht [daran], dass sie in diesen elementaren Dingen der höheren Mathematik genug können. Ich würde [in der 12. Klasse] fragen, ob sie ohne Weiteres diese Prüfungsaufgaben lösen können:
Es ist gegeben ein schiefer Kegel. Die Achse sei \(a\), der Neigungswinkel dieser Ebene mit der Grundfläche \(\alpha\), Radius \(\rho\). Zu berechnen ist die Höhe des Kegels und die größte und kleinste Seitenlinie. \(9x^2 + 25y^2 = 225\). Die beiden Koordinaten sind \(x = 5\), \(y = 2\). Zu suchen ist die Gleichung der Tangente und die Länge der Tangente.
Es könnte sein, dass sie zeichnerisch lösen müssten: Es ist der geometrische Ort aller Punkte zu suchen, die von einem gegebenen Punkte und von einer gegebenen Ebene gleich weit abstehen.
Dann dies: Es ist die Schattenfigur einer durch einen Kreis be-grenzten Ebene auf einem Kegel zu suchen.
Dann: Würden die Schüler konstruieren können eine Zykloide?
Es ist doch notwendig, dass die Kinder sich gewöhnen, deutsche Aufsätze zu machen. Es könnte der Lehrstoff selbst verwendet wer den zu Aufsätzen. [Zu Erich Schwebsch:] Das ist glänzend, wenn sie [Sie?] das können.
ERICH SCHWEBSCH: Mir scheint, dass man den Kindern etwas von der Technik eines Aufsatzes sagen. muss.
RUDOLF STEINER: An den Fehlern zeigen, wie es sein soll, [auch stilistisch]. Das theoretische Auseinandersetzen von Dispositionen würde ich nicht machen. Das kann zum Verderben führen, wenn die Kinder schlechte deutsche Aufsätze liefern.
ERICH SCHWEBSCH: Die Interpunktion ist nicht in Ordnung.
RUDOLF STE1NER: Sie werden nicht leicht eine vernünftige Methodik finden, das den Kindern beizubringen. Diese Frage müssen wir pädagogisch untersuchen, Dazu gehört die Voraussetzung der Interpunktion überhaupt. Diese Frage ist etwas, was wir pädagogisch behandeln müssen. Für die nächste Konferenz muss ich das vorbereiten. Es scheint keine naturgemäße Methode zu geben, die Interpunktion zu rechtfertigen. Unsere deutsche Interpunktion ist auf Grundlage der lateinischen entstanden und sehr pedantisch. Das Lateinische hat eine logische Interpunktion. Im mittelalterlichen Latein entsteht sie, [beim Übergang ins Mittelalter. Im klassischen Latein gab es keine].
«Im Reich der Interpunktionen» von Morgenstern. [Interpunktion] ist etwas, was in gewissen Jahren nicht zu verstehen ist, weil es ganz intellektualistisch ist. Das Komma vor «und» ist erst nach vierzehn Jahren zu verstehen; dann aber begreifen die Kinder es ohne Weiteres. Dass es in diesen Dingen keine höhere Ratio gibt, das zeigt das Buch von Herman Grimm. Man kann nicht sagen, dass es falsch ist. Lesen Sie Herman Grimms Raphael-Buch, den Anfang, [Er setzt immer gleich einen Punkt.] [Lesen Sie] auch einen Aufsatz, in dem ihm ein Schulmeister die Fehler korrigiert hat. Grimm hat darauf geantwortet. Das ist eine sehr lehrreiche Auseinandersetzung. Im Bande Essays, der der letzte ist: «Aus den letzten zehn Jahren». Lehrreich ist es auch, einen [faksimilierten] Brief von Goethe sich in die Hand zu nehmen. [Goethe konnte keine Interpunktion.]
CLARA DÜBERG fragt wegen des Zusammensetzens von Buben und Mädchen.
RUDOLF STEINER: Es ist besser, wenn solche Abneigungen bestehen, dem Rechnung zu tragen.
CHRISTOPH BOY fragt wegen Rundschrift.
RUDOLF STEINER: Rundschrift kann man machen.
Es war eine Klasse geteilt worden, und der neue Klassenlehrer meinte, er habe fast alle die schlechten Schüler bekommen. HERBFRT HAHN [der Klassenlehrer] fragt wegen der Kinder Sch., und RUDOLF TREICHLER berichtet darüber. Teilung der Klassen 6a und 6b, Johannes Geyer und Rudolf Treichler.
RUDOLF STEINER: Ich verstehe nicht recht, wie diese Meinung entstehen könnte. Warum trennen wir nicht so, wie es sein müsste, damit es unmöglich wird, eine solche Interpretation zu haben? Es ist gar kein Grund, anders zu trennen als nach dem Alphabet. Das ist besser, als wenn man in eine Klasse die Besseren nimmt und in die andere die Schlechteren.
FRITZ VON BOTHMER: Der W. will nicht turnen und nicht Eurythmie machen wegen seiner inneren Entwicklung.
RUDOLF STEINER: Wenn der kleine W. diese Sache anfängt, dann ist das der Weg, so zu werden wie sein [älterer] Bruder. Er muss dazu bewogen werden, den Unterricht vollständig mitzumachen. Das ist Faxerei! Wenn man ihm nachgibt, wird er so wie sein Bruder. Es geht nicht an, dass ein Schüler ohne wahren Grund nicht alle Stunden mitmacht.
FRITZ VON BOTHMER: Die letzten zwei Klassen wollen an das Turnen nicht heran. Sie kommen so ungern in die Stunde herein, dass ich mich peinlich berührt fühle.
RUDOLF STEINER: Etwas liegt daran, dass die Kinder das Turnen nicht gehabt haben. Es ist etwas, wovon sie nicht wissen, warum sie es [jetzt] haben sollen. Das wird auch nicht zu überwinden sein. Das ist ein Fehler in den Einrichtungen der Waldorfschule gewesen; da wird immer etwas zurückbleiben.
Dagegen wäre es schon möglich, dass wir etwas tun, worauf wir schon vor einigen Jahren Wert gelegt haben — Herr Baumann ist ja damals zum Disziplin- und Anstandslehrer avanciert —, dass wir etwas Rücksicht nehmen würden auf die Umgangsformen. Da fehlt es in den höheren Klassen. Sobald man dies pedantisch macht — es braucht nicht einmal pedantisch zu sein —, wird es ungemütlich, gerade für diese Jungen etwas ungemütlich. Es müssen diese Formen mit Form getrieben werden! Und zwar mit [einem gewissen] Humor! Das ist eine Sache, die ich noch nicht genügend berücksichtigt finde, dass mehr Humor hineinkommt. Nicht Spaßigkeit, aber dass eine humorvolle Handhabung in die ganze Schulführung hineinkäme. Es ist doch so, dass unsere Freunde zu wenig aus sich herausgehen.
Es ist schon richtig, dass das vorhanden ist, der Waldorfschul-Geist; [der ist da]. Aber auf der anderen Seite ist es so, dass man die innere Überwindung des Menschen durch die Anthroposophie — Anthroposophie ist selbst ein Mensch, aber keine Vielheit, sondern in jedem ein [anderer] Mensch. Nun kann man ganz aus sich heraus durch die Anthroposophie. Da könnte noch manches geschehen. Dass nicht der [Herr] Stockmeyer in der Klasse steht oder das Fräulein Bernhardi, sondern [die] durch Anthroposophie umgewandelten Stockmeyer und Bernhardi. Es könnten ebenso gut auch andere [Namen genannt] werden. Diese Emanzipation vom Geist der Schwere muss weitergehen. Der Geist der Schwere herrscht noch etwas in den Klassen. Der muss heraus! Ernst ist richtig, aber der philiströse Ernst muss heraus aus den Menschen! [Das Überwinden des Menschen durch sein höheres Ich], das ist dasjenige, was wir haben müssen, um erst dahin zu kommen, dass die Kinder [uns] nicht damit kommen, dass wir kein Recht haben, ihnen [über ihr Benehmen] etwas zu sagen. Die Lehrer müssen sich gegenseitig abschleifen. Stein lässt die Dinge sicher so, dass sie die Hände in den Hosentaschen lassen. Sie dürfen nicht der eine alles durchgehen lassen, der andere fortwährend ermahnen. Es muss Stil im Unterricht sein, dass [ein] Zusammenwirken auch zustande kommt. So etwas könnte auch Gegenstand der Konferenz sein, die Sie ohne mich haben.
Es wird über das Benehmen eines der größeren Mädchen berichtet.
RUDOLF STEINER: Das Mädchen sagte Ihnen: Gott sei Dank! Sie wird wohl am Nachmittag einen Tee [gehabt] haben; da kann ich mir wohl vorstellen, dass sie nicht turnen will. Man muss sich über die Ungezogenheiten der Kinder [hinwegsetzen]. Der Stein würde es von dem Mädchen genial finden, Sie finden es ungezogen. Es ist so oft schon vorgekommen, dass andere [Lehrer] nicht die mindeste Ägriertheit gezeigt haben. Das verstellen die Kinder nicht. Wir haben nicht den Stein zum IvIanierlehrer. Formen sind etwas, was auf die moralische Verfassung Einfluss hat, [was sich in der späteren Entwicklung in das Moralische hinein auswirkt]. Es strahlt zurück. Es braucht nicht Kastenform zu sein.
Da müssten wir achtgeben auf dieses Überwinden des Momentes, auf das Überwinden des Menschen durch sein höheres Selbst. Je mehr wir entlastet werden, desto mehr wird es möglich sein.
In Norwegen haben die Lehrer dreißig Stunden. Wir kommen heuer dazu, dass einzelne unter zwanzig Stunden haben. je weniger Stunden einer hat., desto mehr kann er sich vorbereiten; auch in der Weise, dass die individuellen Eigenheiten ausgelöscht werden. [Nicht unsere Individualitäten sollen wir auslöschen, sondern unsere individuellen Eigenheiten.] Gehen lassen sollte man sich als Lehrer gar nicht.
[FRITZ VON BOTHMER: Soll der F. K. turnen?]
RUDOLI STEINER: Der F. K. soll turnen und auch etwas Heileurythmie machen.
[...] [Zwischenbemerkungen von Strakosch und Steiner]
EUGEN KOLISKO: Was soll der F. K. machen?
RUDOLF STEINER: Alle möglichen konsonantischen Dinge, in nicht zu kurzen Zeiträumen. Es nicht sehr lang machen, aber alles durch. Er ist eigentlich innerlich organisch verkrüppelt.
FELICIA SCHWEBSCH fragt wegen eines Schülers der oberen Klassen, der sehr leise spricht.
RUDOLF STEINER: ES wäre gut, wenn man ihn inn memorieren lässt, aber möglichst dichterisch geformte Sprache, oder sonst irgendwie geformte Sprache.
Es wird gefragt nach dem Gartenbauunterricht in den obersten Klassen.
RUDOLF STEINER: Gartenbau [machen wir] nur bis zur 10. Klasse. Pfropfen würden die Kinder gerne machen. Wenn sie ins Mysterium des Pfropfens eingeführt würden, werden sie es wohl gerne machen.
EUGEN KOLISKO: Hundertsiebzig Kinder haben das Unterernährungsmittel genommen. Hundertzwanzig habe ich untersucht. Die meisten sehen besser aus. Achtzig haben ein bis zwei Kilogramm zugenommen.
RUDOLF STEINER: Für die kurze Zeit ist das [nicht schlecht].
EUGEN KOLISKO Stellt eine Frage nach Lungentuberkulose.
RUDOLF STEINER: Bei [Kindern mit] Lungentuberkulose [ist meist auch] der Darm infiziert. [Deswegen muss man bei Lungenaffektionen] untersuchen, ob hier nicht auch [Darmtuberkulose im Anzuge ist], weil Darmtuberkulose nicht allein [?] kommt in diesem zarten Alter. [Da wird man am besten] vorn Darm aus heilen.
[Bei Darmtuberkulose und Bauchspeicheldrüsen-Tuberkulose]: Den Saft einer halben Zitrone [nehmen auf ein Wasserglas Wasser] und damit Prießnitzumschläge [machen] auf den Unterleib über Nacht. Auch die Anti-Tuberkulosemittel I und II. Möglichst warme Sachen essen, [möglichst] kein tierisches Fett. Warme Eier, warme Getränke, [zum Beispiel] warme Limonade; möglichst warm.
EUGEN KOLISKO: [In der Beurteilung der Kinder nach] Großköpfen und Kleinköpfen gibt es Schwierigkeiten.
RUDOLF STEINER: Sie werden noch stark eingehen müssen auf den wirklichen Sachverhalt. Es verbergen sich so viele Dinge. Es kommt vor, dass sich das bei einem Kind erst später zeigt.
Der kleine H. und H. H. Ich glaube doch, dass der Begabung hat. Sie stecken so darinnen, dass man sie auf besondere Weise pflegen muss. [...] [Über Stundenplanfragen.]
Jetzt hätte ich gerne von den 1. Klassen gehört. Schnappen sie ein, die Kinder? Die Psychologie der L Klasse müssen wir klassenweise aufwärts verfolgen, Jede Klasse ist eine Individualität. Diese beiden ersten Klassen sind interessante Individualitäten. [Lücke in der Mitschrift] oder ob es innerlich große Freude macht.
CAROLINE VON HEYDEBRAND: Die Kleinen sind originell. Sie sind wie Mehlsäcke und doch originell.
RUDOLF STEINER: Sie müssen sich klar werden, dass die Brüllerei nur scheinbar ist. Sie müssen den Eifer nur herausfinden.
Es wird gefragt, ob man den Kindern die Linkshändigkeit abgewöhnen soll.
RUDOLF STItINER: In der Regel, ja! Man kann linkshändige Kinder in jungem Alter, [etwa vor dem neunten Jahr], noch in allem Schulmäßigen an Rechtshändigkeit gewöhnen. Es würde nur richtig sein, das nicht zu machen, wenn es schädlich wirken könnte, was in wenig Fällen der Fall sein wird, Die Kinder sind keine Summe, sondern eine komplizierte Potenz. Wenn man bei den Kindern Symmetrie zwischen rechts und links herbeiführen will und beide Hände gleich-mäßig übt, kann das in späterem Alter zu Schwachsinnigkeit führen.
Das Phänomen der Linkshändigkeit ist ein ausgesprochen karmisches Phänomen, und ist in Bezug auf das Karina ein Phänomen der karmischen Schwäche. Wenn ich ein Beispiel nehmen soll: Ein Mensch, der im vorhergehenden Erdenleben sich überarbeitet hat, sodass er sich übernommen hat, nicht nur physisch oder intellektuell [in der Arbeit], sondern überhaupt geistig oder seelisch oder im Gemüt, [und] der [dann] dadurch in einem darauffolgenden Leben mit einer starken Schwäche kommt, der ist nicht imstande — der Teil des Menschen [im neuen Leben der aus dem Leben zwischen Tod und neuer Geburt stammt, ist [besonders] im unteren Menschen konzentriert; der aus dem vorigen Leben stammende mehr im Kopfteil —, diese karmische Schwäche im unteren Menschen zu überwinden, Dadurch wird das, was sich sonst stark ausbildet, das wird schwach, und dafür werden als Ersatz das linke Bein und die linke Hand besonders engagiert [und] zur Hilfe genommen. Das Vorherrschen der linken Hand führt dazu, dass statt der linken [jetzt] die rechte Stirnwindung des Gehirns in der Sprache bemüht wird.
Gibt man dem zu sehr nach, so bleibt eine Schwäche [vielleicht auch] für das folgende Erdenleben zurück. Gibt man dem nicht nach, so gleicht sich die Schwäche aus.
Hält man das Kind an, alles rechts und links gleich gut auszuführen, Schreiben, Zeichnen, Arbeiten, so wird der innere Mensch so neutralisiert, dass Ich und Astralleib so herausgehoben werden, dass der Mensch ganz schlapp wird im späteren Leben, Der ÄtherIcib ist ohnehin links stärker als rechts, der Astralleib ist rechts stärker entwickelt als links. Das kann man nicht umgehen, darauf muss man Rücksicht nehmen. Es darf kein mechanischer Ausgleich [versucht] werden. Es ist das Dilettantischste, was geschehen kann, wenn man anstrebt, dass mit beiden Händen gleichmäßig gearbeitet werden soll. Das [Streben nach gleichmäßiger Ausbildung beider Händel, das ist zusammenhängend mit der heutigen völligen Unkenntnis vom We-sen des Menschen.
HERMANN VON BARAVALLE spricht über G. R., sie muss geimpft werden; sie bat eine Grippe durchgemacht.
RUDOLF STEINER: Das ist eine Lähmung des Sensoriums unter dem Vierhügelkörper. Die Sache ist nicht leicht.
Ein Kind im schulpflichtigen Alter muss [etwa] acht bis neun Stunden schlafen. Das muss man individuell behandeln. Ich habe andeuten wollen, wie ein Kind, welches zu wenig schläft, musikalisch ungenügend empfinden wird. Ein Kind, das zu viel schläft, wird sich schwach erweisen für alle die Dinge, die ein mehr plastisches Vorstellen erfordern.
Daran erkennt man die Schädigung des zu lange oder zu kurz Schlafens; die zu viel schlafen, sind wenig befähigt, sich in Formenhaftes, Plastisches hineinzufinden, zum Beispiel in Geometrie. Die zu wenig schlafen, werden schwach sein im Erfassen des Musikalischen und in der Geschichtsauffassung.
Es kann doch nicht ein Prinzip geben, dass die alten und ausgetretenen Waldorfschüler zusammenkommen. Das kann ganz gewiss nicht sein. Das andere kann sein, es kann aber auch für andere Kinder wünschenswert sein. Das würde ganz richtig sein, abzubremsen. Da muss man versuchen, die Kinder in der 12. Klasse bei der Stange zu behalten.
Der B. B. ist ein periodischer Flegel. Er wird Zeiten haben, wo es besser ist, und Zeiten, wo es schlechter ist. Um ganz vernünftig zu werden, wird es mehrere Jahre brauchen.
Fifty-fourth Conference
Arriving from Berlin, Rudolf Steiner spoke on May 25 at the third regular general meeting of the “Freie Waldorfschule” association. He looked back on the first four years of the Waldorf School and noted a “reversal” of the Waldorf idea. While the school began with 250 students as a social impulse, now that the school had almost 700 students, this impulse had become an educational and didactic one. “And today, parents who have brought their children here in later years are essentially seeking out the Waldorf school because of this pedagogy and didactics.”
He noted that there is a longing among teachers and parents for this pedagogy and didactics, “which is deeply rooted in the development of our civilization as a demand.” He hopes that the “Waldorf idea” will become so deeply anchored in contemporary life that the financial resources for it will also begin to flow. “Something has been preserved in the teaching staff that radiates the whole Waldorf impulse, how pure enthusiasm can give rise to a strong will in the world [...]” (GA 298, 5.161)
Topics: Steiner presents math problems. Questions of punctuation. On emancipation from the spirit of heaviness. On the importance of good manners in school. On the effect of dietary supplements. Gardening only up to 10th grade. Karmic background of left-handedness.
Comments: The section on left-handedness discusses the different forces of the etheric body and astral body on the left and right. The movements (the rotations of the limbs) involved are explained in “Anthroposophy, Psychosophy, Pneumatosophy,” lecture given on October 26, 1909, Berlin, GA 115, Dornach 2012, pp. 58-60.
The dietary supplement (later called “calcium nutrient salt”) was administered for just under three months (see Conference No. 47 of February 14, 1923, Volume II). The production of the remedy had been made possible thanks to a large donation that Steiner had received from Mrs. Rieger (see Conference No. 48, March 1, 1923).
RUDOLF STEINER: [We are shortly after the start of the school year.] In this year, which is likely to be very significant, we want to see how things stand. What do you have to report?
WALTER JOHANNES STEIN asks about the purchase of a history book for the 12th grade.
RUDOLF STEINER: The fact is that the children need to know something. History lessons in the final year [of middle school] are mostly a kind of repetition. That is also the case with us. Would it not be possible to teach the children the material they have learned through notes in such a way that an actual textbook would be dispensable?
You see, it is extremely important to cultivate this method of compiling, as economically as possible, precisely those things that are to be retained. I myself remember with great pleasure how we did not have a geometry book throughout all the grades, but instead the essentials were summarized in a dictation. Such a self-written book is, from the outset, something that contributes enormously to ensuring that one also knows what is in it. It goes without saying that if the children first have to learn everything they need, this would not be possible. If things were made fruitful, then it would be possible to summarize the things that the children need to know. The material to be examined from history is contained in fifty to sixty written pages. It is clear that no one, even an expert in history, has at their fingertips what is contained in the “Ploetz” at the moment. It is only an illusion to give such a book to children. These are merely titles, whereas the material could be summarized in fifty to sixty pages. The desire to have such books for all subjects may arise, but this should be avoided.
In these matters, it is important to summarize economically. In schools, children are required to underline what they need to study. They must master the material in their own time.
[Dictate such a history booklet from the 10th grade onwards.]
CHRISTOPH BOY asks about the epoch notebooks.
RUDOLF STEINER: At the end of the lesson, a dictation should be given on the material covered. [The dictation] should be constructed together with the children. The material can be summarized in writing in one lesson and repeated in the next lesson. Use key phrases rather than keywords.
[How is the 12th grade doing in mathematics?]
HERMANN VON BARAVALLE: [Really well. They have almost mastered the material.]
RUDOLF STEINER: I have no doubt that they are sufficiently proficient in these elementary aspects of higher mathematics. I would ask [in 12th grade] whether they can easily solve these exam questions:
Given is an oblique cone. Let the axis be \(a\), the angle of inclination of this plane with the base \(\alpha\), and the radius \(\rho\). Calculate the height of the cone and the largest and smallest side lines. \(9x^2 + 25y^2 = 225\). The two coordinates are \(x = 5\), \(y = 2\). Find the equation of the tangent and the length of the tangent.
They may have to solve this graphically: Find the geometric locus of all points that are equidistant from a given point and a given plane.
Then this: Find the shadow figure of a plane bounded by a circle on a cone.
Then: Would the students be able to construct a cycloid?
It is necessary for the children to get used to writing German essays. The subject matter itself could be used for essays. [To Erich Schwebsch:] That's brilliant if you [you?] can do that.
ERICH SCHWEBSCH: It seems to me that children need to be taught something about the technique of writing an essay.
RUDOLF STEINER: Use the mistakes to show how it should be done, [also stylistically]. I would not engage in theoretical discussions of dispositions. That can lead to ruin if the children produce poor German essays.
ERICH SCHWEBSCH: The punctuation is not correct.
RUDOLF STEINER: It will not be easy to find a sensible method for teaching this to children. We need to examine this question from an educational perspective, including the prerequisite of punctuation itself. This question is something we need to address from an educational perspective. I will have to prepare this for the next conference. There does not seem to be a natural method for justifying punctuation. Our German punctuation is based on Latin and is very pedantic. Latin has logical punctuation. It originated in medieval Latin [during the transition to the Middle Ages. There was no punctuation in classical Latin].
“Im Reich der Interpunktionen” (In the Realm of Punctuation) by Morgenstern. [Punctuation] is something that cannot be understood at certain ages because it is very intellectual. The comma before “and” can only be understood after fourteen years of age, but then children understand it without further ado. Herman Grimm's book shows that there is no higher rationale for these things. You can't say that it's wrong. Read Herman Grimm's Raphael book, the beginning, [He always puts a full stop right away.] [Read] also an essay in which a schoolmaster corrected his mistakes. Grimm responded to this. It's a very instructive debate. In the volume of essays, which is the last one: “From the Last Ten Years.” It is also instructive to pick up a [facsimile] letter from Goethe. [Goethe did not know how to use punctuation.]
CLARA DÜBERG asks about the grouping of boys and girls.
RUDOLF STEINER: It is better to take such aversions into account when they exist.
CHRISTOPH BOY asks about circular writing.
RUDOLF STEINER: Circular writing can be done.
A class had been divided, and the new class teacher said that he had been given almost all of the poor pupils. HERBFRT HAHN [the class teacher] asks about the Sch. children, and RUDOLF TREICHLER reports on this. Division of classes 6a and 6b, Johannes Geyer and Rudolf Treichler.
RUDOLF STEINER: I don't quite understand how this opinion could arise. Why don't we divide them as we should, so that it becomes impossible to have such an interpretation? There is no reason to divide them other than alphabetically. That is better than putting the better ones in one class and the worse ones in the other.
FRITZ VON BOTHMER: W. does not want to do gymnastics or eurythmy because of his inner development.
RUDOLF STEINER: If little W. starts doing this, then that is the way to become like his [older] brother. He must be encouraged to participate fully in class. That's nonsense! If you give in to him, he will become like his brother. It is not acceptable for a student to miss classes without a valid reason.
FRITZ VON BOTIIMER: The last two classes do not want to do gymnastics. They are so reluctant to come into the lesson that I feel embarrassed.
RUDOLF STEINER: Part of the reason is that the children have not had physical education. It is something they do not know why they should have [now]. That will not be easy to overcome. It has been a mistake in the Waldorf school system; there will always be something left behind.
On the other hand, it would be possible for us to do something that we already emphasized a few years ago — Mr. Baumann became the discipline and etiquette teacher at that time — namely, to pay more attention to manners. This is lacking in the higher grades. As soon as you do this pedantically — it doesn't even have to be pedantic — it becomes uncomfortable, especially for these boys. These manners must be enforced with form! And with [a certain] humor! That is one thing that I don't think has been given enough consideration, that more humor should be introduced. Not frivolity, but that a humorous approach should be incorporated into the whole school management. The fact is that our friends don't come out of their shells enough.
It is true that the Waldorf school spirit is present; [it is there]. But on the other hand, it is the case that anthroposophy enables people to overcome their inner obstacles — anthroposophy is itself a human being, but not a multiplicity, rather a [different] human being in each person. Now, anthroposophy enables people to come out of their shells completely. There is still much that could happen. That it is not Mr. Stockmeyer or Miss Bernhardi who stand in front of the class, but Stockmeyer and Bernhardi transformed by anthroposophy. Other names could just as well be mentioned. This emancipation from the spirit of heaviness must continue. The spirit of heaviness still prevails somewhat in the classes. It must be eliminated! Seriousness is right, but philistine seriousness must be eliminated from people! [The overcoming of the human being through his higher self] is what we must have in order to reach the point where the children do not come to us saying that we have no right to say anything to them [about their behavior]. Teachers must smooth each other out. Stein certainly leaves things as they are, with their hands in their pockets. One must not let everything go, while the other constantly admonishes. There must be style in teaching so that cooperation can also come about. Something like this could also be the subject of the conference you are having without me.
There is a report about the behavior of one of the older girls.
RUDOLF STEINER: The girl said to you: Thank God! She will probably have had tea in the afternoon; I can well imagine that she doesn't want to do gymnastics. One must [look beyond] the children's misbehavior. Stein would find it brilliant, you find it naughty. It has happened so often that other [teachers] have not shown the slightest annoyance. Children do not pretend. We do not have Stein as an Ivanier teacher. Forms are something that influence moral constitution, [which has an effect on moral development later on]. It radiates back. It doesn't have to be a box shape.
We would have to pay attention to overcoming the moment, to overcoming the human being through his higher self. The more we are relieved, the more it will be possible.
In Norway, teachers have thirty hours. This year, we have come to the point where some have less than twenty hours. The fewer hours one has, the more one can prepare, also in the sense that individual peculiarities are eliminated. [We should not eliminate our individualities, but our individual peculiarities.] As teachers, we should not let ourselves go at all.
[FRITZ VON BOTHMER: Should F. K. do gymnastics?]
RUDOLF STEINER: F. K. should do gymnastics and also some curative eurythmy.
[...] [Interjections by Strakosch and Steiner]
EUGEN KOLISKO: What should F. K. do?
RUDOLF STEINER: All kinds of consonantal things, in periods that are not too short. Don't make it very long, but go through everything. He is actually organically crippled internally.
FELICIA SCHWEBSCH asks about a student in the upper grades who speaks very quietly.
RUDOLF STEINER: It would be good to let him memorize, but in language that is as poetic as possible, or language that is shaped in some other way.
A question is asked about horticulture lessons in the upper classes.
RUDOLF STEINER: We only do horticulture up to the 10th grade. The children would like to do grafting. If they were introduced to the mystery of grafting, they would probably enjoy doing it.
EUGEN KOLISKO: One hundred and seventy children took the malnutrition remedy. I examined one hundred and twenty of them. Most of them look better. Eighty have gained one to two kilograms.
RUDOLF STEINER: That's [not bad] for such a short time.
EUGEN KOLISKO asks a question about pulmonary tuberculosis.
RUDOLF STEINER: In [children with] pulmonary tuberculosis, the intestines are [usually also] infected. [That is why, in cases of lung disease], it is necessary to examine whether [intestinal tuberculosis is also developing], because intestinal tuberculosis does not occur on its own [?] at this tender age. [The best thing to do] is to cure the intestine first.
[For intestinal tuberculosis and pancreatic tuberculosis]: Take the juice of half a lemon [in a glass of water] and use it to make Prießnitz compresses [to apply] to the abdomen overnight. Also take anti-tuberculosis drugs I and II. Eat warm foods if possible, [if possible] no animal fats. Warm eggs, warm drinks, [for example] warm lemonade; as warm as possible.
EUGEN KOLISKO: [In assessing children according to] large heads and small heads, there are difficulties.
RUDOLF STEINER: You will have to delve deeply into the real facts. So many things are hidden. It happens that this only becomes apparent later in a child.
Little H. and H. H. I do believe that they have talent. They are so stuck in there that they need to be nurtured in a special way. [...] [About timetable issues.]
Now I would like to hear about the first grades. Are the children catching on? We have to follow the psychology of the L class upwards, class by class. Each class is an individuality. These first two classes are interesting individualities. [Gap in the transcript] or whether it gives them great inner joy.
CAROLINE VON HEYDEBRAND: The little ones are original. They are like sacks of flour and yet original.
RUDOLF STEINER: You must realize that the shouting is only apparent. You just have to find out what the enthusiasm is about.
The question is asked whether children should be discouraged from being left-handed.
RUDOLF STEINER: As a rule, yes! Left-handed children can still be accustomed to right-handedness in all school matters at a young age, [before the age of nine, for example]. It would only be right not to do so if it could have a harmful effect, which will be the case in a few instances. Children are not a sum, but a complicated potential. If you want to achieve symmetry between right and left in children and train both hands equally, this can lead to mental deficiency at a later age.
The phenomenon of left-handedness is a distinctly karmic phenomenon and, in relation to the Karina, is a phenomenon of karmic weakness. To give an example: a person who overworked themselves in their previous earthly life, so that they overtaxed themselves, not only physically or intellectually [at work], but also mentally, emotionally, or spiritually, [and] who [then] comes into a subsequent life with a strong weakness, is unable — the part of the person [in the new life that comes from the life between death and new birth is [especially] concentrated in the lower human being; the part originating from the previous life is more in the head — to overcome this karmic weakness in the lower human being. As a result, what would otherwise develop strongly becomes weak, and instead, the left leg and left hand are particularly engaged [and] used to help. The predominance of the left hand leads to the right frontal lobe of the brain [now] being used for speech instead of the left.
If one gives in to this too much, a weakness [perhaps also] remains for the following earthly life. If one does not give in to this, the weakness is compensated for.
If the child is encouraged to do everything equally well with the right and left hands, such as writing, drawing, and working, the inner human being is neutralized to such an extent that the ego and astral body are so elevated that the person becomes completely limp in later life. The etheric body is stronger on the left than on the right anyway, and the astral body is more developed on the right than on the left. This cannot be avoided and must be taken into account. No mechanical compensation should be attempted. It is the most amateurish thing that can happen when one strives for both hands to work equally. This striving for equal training of both hands is connected with today's complete ignorance of the nature of the human being.
HERMANN VON BARAVALLE talks about G. R., she needs to be vaccinated; she has had the flu.
RUDOLF STEINER: This is a paralysis of the sensory organ below the four-hilled body. It is not an easy matter.
A child of school age needs to sleep [approximately] eight to nine hours. This must be treated individually. I wanted to suggest how a child who sleeps too little will have an inadequate musical perception. A child who sleeps too much will prove weak in all things that require a more plastic imagination.
This shows the damage caused by sleeping too long or too short; those who sleep too much are less able to find their way into formal, plastic things, for example geometry. Those who sleep too little will be weak in grasping music and in understanding history.
There cannot be a principle that old and worn-out Waldorf students come together. That certainly cannot be the case. The other may be, but it may also be desirable for other children. It would be quite right to slow down. We must try to keep the children in the 12th grade on track.
B. B. is a periodic lout. He will have times when he is better and times when he is worse. It will take several years for him to become completely reasonable.