Faculty Meetings with Rudolf Steiner
GA 300c
31 July 1923, Stuttgart
Fifty-Eighth Meeting
Dr. Steiner: I am sorry I could not be here at the end of school. It was not possible, though I thought we would be able to meet at that time. You have told me there are a number of things we need to discuss, so I would like to begin there.
A teacher reads a letter from F.R.’s father. The boy had stolen sixteen silver spoons, and his father wants to keep him home.
Dr. Steiner: This story about the spoons is old. The boy’s relationship to his father was never any different. The father would like to take him out if he will go. We need to find a way to work with the boy. We can certainly not throw him out. The boy needs a little moral support at these times. We have to give him some moral support. He is only in the ninth grade, and the children in that class need some moral support. They need a certain relationship to the faculty. They need to love the faculty. I think you have lost contact with the whole ninth grade. The boys immediately see that is very wrong. I think this whole theft problem has caused an enormous amount of remorse in F.R. We need to help him. Under no circumstances can we allow the boy to be taken out. We should not give any cause for removing him from school. We need to work with him.
Doesn’t G.T. have a little tendency to fool himself? He seems to play the part of a pleasant boy.
You need to avoid expressing subjective judgments. If you use such expressions, you will have a subjective relationship. Even when the boys do the worst things, you need to stick to the facts and never relate them to the person. If you reprimand the boys, you can achieve nothing more.
Certainly old R. is someone who cannot control his anger. His treatment of the boy is such that you can almost understand when he exhibits such behavior. When the situation is like that at home, we can only feel sorry for the boy.
We need to have more contact with the students in the upper grades. At that age students cannot stand going through a whole morning of class without any personal contact. They want you to be interested in them personally. They want you to know them, to be interested in them, that is what they want. In those grades this is still a school, not a college; the class is too much like a college, like a seminar, and not enough like a school. They want some contact with the teacher.
I already said it was five, but these five are not just some boys we can throw out into the street. If we threw them out into the street, it would be an unnecessary loss for humanity. We cannot allow that to happen. F.R. is not nearly so talented as T.L.
The father can do what he wants, and we can only try to help. It is crazy to say we should try to force him. The father can do what he wants during the holidays. I think we need more personal contact with the students in the upper grades. It is important that we attempt to have a more personal relationship with them.
One of the ninth-grade teachers says that he would like to visit the class of the previous teacher.
Dr. Steiner: You could make some interesting observations if you visited, but it is very important that you have no difficulties when you stand before your class. During your free time, you should have worked through the material so completely that it causes you no effort while you are teaching, so that you can give all your attention to how you are teaching. The material should be second nature. This whole discipline question is primarily a question of good, methodical preparation. That is true for all the subjects in all grades. It is a question of preparation. Perhaps a basic question is whether there is enough time for preparation. Many of you have told me that there is not enough time for proper preparation. It is obvious that here in the Waldorf School we must do what is necessary to prepare thoroughly, so that the material itself gives us no difficulty when we stand before the class. The students notice very quickly when that is not the case. Then they feel themselves to be above authority. That’s when the problems start.
I can see nothing more than that these five boys are really very good. F.R. is a little weak. He is quite dependent upon being treated such that he feels that you mean what you say honestly. This is a feeling he does not have with his father. He is always wondering subconsciously whether things at school will be the way they are at home. He wants to be understood, but he thinks he is treated without any understanding. His father does not know he is so angry. Everything depends upon the interest the boys have for the content of your teaching. They all pay attention in algebra. They have not been so bad. I have often observed how you can work quite well with them.
It is silly that the father wrote this letter. He did so even after I told him that the way to avoid such problems is for no one to speak about them, not to anyone, and that we have to teach the boy that he should also not speak about them to anyone. Then the father did this anyway. The old man is less well behaved than the boy. This is all very difficult. The boy does not lie to anyone, even when he has to admit some misdeed, but the old man lies all the time. The problem is that the boy knows his father lies every time he opens his mouth. He knows that from his own experience. It would have been best if the boy had seen that, as bad as his action was, we still have so much sympathy for his moral situation that we will cover it up. He can only lose more if we hang it from the bell tower. It would be best if we could remove F.R. from his parents.
All kinds of problems are coming up. I have a new student to enroll, S.T. He is sixteen and will go into the ninth grade. The boy is very well versed in philosophy, knows Plato and Kant and also Philosophy of Freedom. He is good in mathematics, but poor in Latin and German, poor in history, knows a little about geography and natural history, and is horrible in drawing. We need to take all of that into account, but we cannot put him in the eighth grade, since he has already attended the ninth grade at another school. He would also be too old. We must find a place for him to stay, somehow we need to find one. Since there is no room with the teachers, we need to see if we can’t find somewhere else where he can stay.
A teacher mentions there is always so much noise in the eighth grade. She wants either to teach two students separately, or to divide the class.
Dr. Steiner: Taking them aside is not a particularly good method. You need to try to stop their running around. You could give them some extra help, but it is not good to teach them separately. You can divide the class if that is possible. The class is too large for the situation as it is. It would be quite good if you were to give them some extra help, but do not take them away from the class. Such things will always arise, that you have students who are difficult to handle. In normal schools you would not have such students, but with us, they need to move with the class. I think, however, that things would go better if you were better friends with them.
A teacher asks about B.B. in the eighth grade.
Dr. Steiner: Such people exist, and your task is not simply to rid yourself of them, but to really work with them. I do not believe we should try to influence them. What the mother wants to do is another thing. Just because we see there are some difficulties, we cannot simply remove a student from school. You need to interest him. You can work with him if you give him some reason. B. said he didn’t take any of the plums, but when Mr. S. asked him if they were ripe or not, he said Mr. S. was really very sly. He gave the impression that he was defeated.
You must give him some reasons for turning inward, otherwise his thinking will always be like nailing a box shut with a hammer that is always falling off the handle. There are clumps of fat between the various parts of his brain, so that he cannot bring them together. If you get him to really think, he withdraws, but in that way he can get through the fat. I am convinced that he is a good boy, and that you can work with him.
You need to try to move him on so he can move to the next class. You still have five weeks. You can learn to be sly also.
Nettle baths would be useful for him. It might also be useful to add some lemon juice to the bath; in any event, bitter things, bitter plants. I could even say sauerkraut. If possible, use a mixture of all three, but no licorice. Do this three times a week, but not too warm. He should not eat too many desserts. If he has bread, try to toast it, so it has as little water as possible. He has a tendency to form fat, and we must eliminate that. He is also lazy. You could also do the standard curative eurythmy exercises for fat with him. You can also give him some coffee.
A teacher: How can I learn to be sly?
Dr. Steiner: Did you read the issue of Das Goetheanum that contained Brentano’s riddles? Try to get the book and then solve all the riddles. I am serious about that. I selected the four most difficult for the article. That is all there is to say about being sly with B.
A teacher: The Association for School Reform has invited us to participate in a pedagogical conference.
Dr. Steiner: The question is whether you have any interest in going there and speaking. It is senseless. Anyone who would write such a letter was not born to be a school reformer. This is all just nonsense. On the other hand, though, our perspective could be that we would just say something. We could take the standpoint that we would say as much as possible about the subject. Someone who is not afraid of doing that could go and speak about our work, although what you would say would serve no real purpose. Someone who would write such a letter has not been called to that task. It is all just show. That is immediately clear from the letter.
A teacher asks about participating in the art conference in Stuttgart.
Dr. Steiner: Only the things we initiate under our full control have any real purpose. Participation in such a conference would make sense only if you took the standpoint that you wanted to go and talk about our work. Someone could become aware of our Waldorf School method in nearly every kind of gathering. Of course, it would have to be people with whom you could achieve something, as at the English conferences. We need to see them in a different way. This stuff here is just garbage, so we need to view it without any great expectations. If you have no particular desire to go, then simply write that in the near future we are so occupied with developing the Waldorf School and its methods that we need to devote our entire attention to it. That would be more useful than such a conference. We need to be careful to look at what people’s real interest is, otherwise we would degrade the Waldorf School. We can easily reply that we have no time because we need to further develop our methods. I don’t think it is very pedagogical simply to put children’s paintings on display.
We cannot discuss any principle questions today. Perhaps there are still some questions about the material to be taught or how to treat the children.
A teacher asks about algebra in the eleventh-grade curriculum.
Dr. Steiner: What I said was that you should go far enough for the children to have an understanding of Carnot’s theorem and how it is used. That essentially describes the whole curriculum. A great deal of algebra is involved. They will need to understand a lot of algebra, series and functions. The curriculum can stay with that. They should be able to solve problems requiring the use of Carnot’s theorem in all its aspects.
(Speaking about a new teacher) I have made the whole faculty responsible for his education as a human being. You need to be careful that he does not deviate.
A religion teacher: What should I use as examples for folk religions?
Dr. Steiner: The Old Testament. The Hebrew people.
Teachers ask about art class, Goethe’s poetry in the tenth grade, and metaphors.
Dr. Steiner: That material is included in almost all the grades. Of course you can teach them about metaphors and similes. You can teach them a feeling for poetic forms. We cannot say that Goethe could do that only after a certain age, that he could write a verse only after the age of forty. If we do, the students will ask themselves why they should do it when Goethe could do it only at the age of forty. Such things cause reactions, and you need to be very careful. Nevertheless, you can do it. In art, the problem is the material. You can, however, be guided by what the students understand.
A teacher asks about King Henry II.
Dr. Steiner: What I said was that it was his desire to found an ecclesia catholica, non Romana. That is a well-known story. You can certainly find a description of Henry II. Lamprecht is not a historian, he is a dilettante.4 He is interesting as being characteristic of the 3. See lecture of March 13, 1924, in Die Geschichte der Menschheit und die Weltanschauungen der Kulturvölker (GA 353, not in English). development of historical science. You will need to find some source book about Henry II. It is all written down. It is not some phrase, but something he really felt. Henry II introduced the Breviary as something holy. In that connection, we can always say that at that time it was possible for someone to come to the Divine Office who wanted a catholic, but not a Roman Catholic, church.
Lamprecht is more appearances, he has no real feeling. He is always speaking so smugly.
A teacher: What do Parzival’s words lapsit exillis mean as the name for the Grail?
Dr. Steiner: No one knows that now.
A teacher makes a comment.
Dr. Steiner: The main thing is that you recover, refresh yourself. It is important that your enthusiasm blossom during the holidays, and that the flower will have become a fruit when you return again, particularly where the class is not so good. The children are already happy to know you will be here again.
The situation in Germany has become increasingly worse, and it will be complete chaos.
The lectures from Oxford should be printed. We are considering one thing. This morning Leinhas said to me that, in his view, there are so many people who have so much to say, but who write nothing. Why don’t they write anything? Even Das Goetheanum is slowly beginning to suffer from a deficiency of material.
A teacher asks how the pedagogical lectures should be prepared for publication.
Dr. Steiner: The pedagogy should be published independently, much as Steffen reproduces my lectures. Those working with the material should prepare it. You should speak about your personal experiences. Support and describe those areas of the Waldorf School that you have as an ideal, so that what results is a living discussion of the pedagogical principles of the Waldorf School. You could write some beautiful essays about art instruction. Das Goetheanum needs some real essays. There must be a real desire to do something independent, even if it is only an independent honoring of things already begun. But do something.
Where do all these useless manuscripts come from? Are they also coming from the Society? Sometimes they print really useless things. It would be good to present the things that arose in the art conference in a more universal way. Why shouldn’t that be the occasion for giving special presentations.
There is also a possibility of discussing very interesting questions of method, for example, questions like those I spoke about in Dornach. There is too little literature about the Waldorf School available to the public. Couldn’t you write something about your principles of teaching? We have forty-two teachers, almost enough that four could write something for each issue. These things need to develop here. We need to develop a feeling for how to present things from various perspectives. I wanted to give an example of that in the introductions to the various eurythmy performances, when I attempted to present something from various points of view. That is what I tried to do with the eurythmy introductions.8 When I gave such an introduction recently, people stood outside and did not come in to listen. That was during the General Meeting, after a session where the German delegates had distinguished themselves so much by saying that the Goetheanum was already in ruins before it burned. Four hours of pure rubbish were spoken during that session. It was just dirty garbage, four hours long.
I hope you will refresh yourselves in every way. In all the various areas of the anthroposophical movement, we need a renewal of our strength. It is really so that we should give consideration to renewing our strength, just as plants renew themselves each year. We need a new inner enthusiasm, a new inner fire. Of course, living conditions are difficult, and they become more so each week. Now the Mark has no value whatsoever; it is only a means of computing. There is no way to foresee what chaos we will slide into. Our monthly budget is now about DM 400,000,000. By August, it could easily be two billion, perhaps even more.
A man in Austria wrote me that he had completed a business transaction for which he will be paid in dollars. He wants to keep only six hundred dollars for himself, and what he receives beyond that he wants to give us. That will apparently happen. I asked him to contact the Waldorf School. That is about DM 500,000,000, but it is really only a drop in the bucket. It is totally crazy, the situation. I think that for a while, it will be just as necessary to have outside money for the Waldorf School as it is for the Goetheanum. This is something we should present properly. It was not done properly in Dornach. Now we need to close.
Achtundfünfzigste Konferenz
Seit der letzten Konferenz war Rudolf Steiner ununterbrochen in Dornach tiotig Delegierte aus verschiedenen Ländern kamen in Darnach zusammen. Das Goetheanum sollte neu gebaut werden.
Es wurden Anstalten getroffen, Landesgesellschaften zu errichten als Vorbereitung für eine in Aussicht gestellte Begründung einer Allgemeinen Anthroposophischen Gesellschaft. Nach diesen intensiven Verhandlungen reiste Rudolf Steiner mit Marie Steiner am 30. Juli nach Stuttgart, gerade als in der Schule die Sommerferien begonnen hatten. Von da ging es über Holland nach England, wo Steiner bis zum 6, September blieb. Der bedeutende Ilkley-Kurs wurde dort abgehalten, unter der Mitwirkung von Caroline von Heydebrand, Julie Lämmert, Edith Röhrle, Hermann von Baravalle, Karl Schubert und Erich Schwebsch. (ln der nächsten Konferenz, die erst am 18. September stattfand, lobte er die Kollegen ausführlich.) Nach dem Ilkley-Kurs (GA 307, Gegenwärtiges Geistesleben und Erziehung) fanden Tagungen zu anthroposophischen Themen in Penmaenrnawr und London statt. Die Atmosphäre und die Aufnahmeder Geisteswissenschaft während dieser langen Reise wurden von allen Teilnehmenden als sehr glücklich empfunden. Es wurde ein Komitee gebildet, dass die Gründung einer Waldorfschule in England vorbereiten sollte.
Themen: Beratungen über einzelne Schüler. Lehrplanempfehlungen für den Kunstunterricht, Geschichtsunterricht und Algebra für die 1. Klasse. Mangel an schriftstellerischer Tätigkeit der Lehrer. Bearbeitung der pädagogischen Vorträge Steiners durch Albert Steffen.
Bemerkungen: Die Sommerferien hatten in Stuttgart begonnen. Es wurde eine Reihe pädagogischer Fragen zu einzelnen Schülern aufgeworfen. Steiner brachte selber einen hochbegabten sechzehnjährigen Schüler für die 9. Klasse ein und bat die Kollegen, sich dieses besonderen jungen Mannes anzunehmen. Bei schlechtem Benehmen: «Wenn die jungen das Allerschlimmste ausgefressen haben, muss man stets die Tat treffen, niemals die Persönlichkeit. Sobald man die jungen schimpft, ist nicht mehr zurechtzukommen,»
Vorsitz: Rudolf Steinen
RUDOLF STEINER: Ich bedaure es sehr, dass ich nicht habe beim Schulschluss da sein können. Es ging nicht, und ich habe gedacht, dass wir uns bei einer solchen Gelegenheit noch sehen werden. Nun haben Sie mir gesagt, dass Sie heute von sich aus notwendige Dinge zu besprechen hätten. Das, bitte ich, wollen wir beginnen.
ERICH SCHWEBSCH liest einen Brief vor von dem Vater des R, M. Der Junge habe sechzehn silberne Löffel gestohlen. Der Vater will ihn zu Hause behalten.
RUDOLF STEINER: Diese Löffelgeschichte ist schon alt. Er hat sie im Laufe der Zeit genommen. Das Verhältnis zum Vater ist nie anders gewesen, als es jetzt ist. Der Vater ist erst jetzt darauf gekommen. Silberne Löffel sind jetzt sehr teuer.
FELICIA SCHWEISCH berichtet über die Blusengeschichte.
RUDOLF STEINER: Der Vater mag ihn ja herausnehmen, wenn er will. Wir müssen sehen, dass wir mit dem Jungen fertigwerden. Heraussetzen können wir ihn sicher nicht. Nicht wahr, der Junge braucht ein wenig moralischen Halt. Man muss ihm moralischen Halt gewähren. Er ist auch erst in der 9. Klasse, und in dieser Klasse brauchen die Kinder moralischen Halt. Sie müssen einen gewissen Hang zur Lehrerschaft haben. Sie müssen die Lehrerschaft lieben. Ich glaube, es ist der Kontakt mit dieser ganzen 9. Klasse verloren worden. Die Jungen sehen sofort ein, dass das furchtbar unrecht ist, auch die Geschichte mit den Löffeln. Ich glaube, gerade diese Geschichte hat ein furchtbares Reuegefühl ausgelöst in R. M. Da müsste man ihm zu Hilfe kommen in solch einer Sache. Wir können unter keiner Bedingung diesen Jungen herausnehmen lassen.
Wir können nichts beitragen dazu, dass die Jungen von der Schule wegkommen. Wir müssen mit ihnen fertigwerden.
Ist bei dem G. O. nicht ein bisschen die Sucht, sich anzumeiern? Er scheint den angenehmen Buben zu spielen.
[Man muss sich vor subjektiven Ausdrücken hüten.] Würde dieser Ausdruck gebraucht sein, so würde das eine subjektive Bezeichnung sein. Selbst wenn die Jungen das Allerschlimmste ausfressen, muss man stets die Tat treffen, niemals die Persönlichkeit. Sobald man die Jungen schimpft, ist nicht mehr zurechtzukommen.
Nicht wahr, der alte M. ist ein Mensch, der sich gar nicht vor seinem Jähzorn zu halten weiß, der den Jungen so behandelt, dass es fast begreiflich erscheint, dass der Junge zu solchen Ausschreitungen kommt. Wo solche häuslichen Verhältnisse vorliegen, da kann man den Jungen nur bedauern.
Es muss mehr Kontakt mit den Schülern gefunden werden in den oberen Klassen. Diese Schüler vertragen es noch nicht in diesem Alter, dass sie ohne persönliches Interesse den ganzen Vormittag durch geführt werden. Sie wollen, dass man sich für sie persönlich interessiert. Sie wollen, dass man sie kennt, dass man eingeht auf sie. Das wollen sie. Es ist halt doch eben in diesen Klassen noch Schule, nicht Kolleg. Es ist zu stark Kolleg, Seminar, und nicht eigentlich Schule. [Sie wollen Kontakt mit dem Lehrer.]
Ich sagte Ihnen schon, es waren fünf. Diese fünf sind keine Jungen, die man auf die Straße werfen kann. Wenn man diese Jungen auf die Straße wirft, dann geht der Menschheit etwas verloren, was man nicht verloren gehen zu lassen braucht. Man kann es nicht verloren gehen lassen. Der R. M. ist nicht so begabt, aber R. W. ist begabt.
FELICIA SCHWEBSCH: Der Vater war sehr entrüstet über den Sohn und wollte ihn herausnehmen.
RUDOLF STEINER: Der Vater mag machen, was er will; wir können uns nur Mühe geben. Es ist verrückt zu sagen, man will ihn an den Schraubstock bringen. Der Vater kann seine Künste anwenden während der Ferien. Ich glaube, es muss gesucht werden, mehr persönliches Verhältnis zu bekommen zu den Schülern der oberen Klassen. Bei den oberen Klassen ist es dringend notwendig, dass man mehr persönliches Verhältnis gewinnt.
FELICIA SCHWEBSCH, Lehrerin der 9b, sagt, sie wolle bei dem früheren Klassenlehrer der 9b, Hermann von Baravalle, hospitieren.
RUDOLF STEINER: Vom Zuhören können Sie interessante Aperçus machen. Aber furchtbar viel hängt davon ab, gar keine Schwierigkeiten zu haben, wenn man vor der Klasse steht, mit eiern Stoff. In der Freizeit den Stoff totaliter verarbeitet zu haben, sodass der Stoff keine Rolle mehr spielt, dass man alles in die Methode hineinlegen kann, die sich ganz von selbst ergibt. Es ist diese Disziplinfrage in erster Linie eine Frage der guten, der methodischen Vorbereitung. Das ist es in allen Gegenständen und in allen Klassen. Es ist eine Frage der Vorbereitung. Es ist vielleicht schon dies als Grundfrage zu berücksichtigen, ob denn keine Zeit ist zur Vorbereitung. Es mag sein, dass mir viele sagen, es ist zur richtigen Vorbereitung keine Zeit, (aber daran liegt es]. Es könnte eingesehen werden, dass die Waldorfschule das notwendig macht, gründliche Vorbereitung, dass man mit dem Stoff keine Schwierigkeiten mehr hat, wenn man vor der Klasse steht. Das merken die Schüler sehr bald und fühlen sich dann enthoben der Autorität. Dann fängt es an.
Ich kann mir nichts anderes denken, als dass alle diese fünf jungen ganz ordentliche Jungen sind. Der R. M. ist ein Schwächling. Er ist darauf angewiesen, von seiner Umgebung so behandelt zu werden, dass er das Gefühl hat, man meint es ehrlich mit ihm. Dieses Gefühl hat er seinem Vater gegenüber nicht. Fortwährend ist sein Unterbewusstes innerlich auf dem Auslug: Geht es mir in der Schule auch so wie zu Hause? Er will Verständnis finden. Aber er findet, dass er ohne Verständnis behandelt wird. Der Vater weiß es nicht, dass er jähzornig ist. Es hängt alles davon ab, dass die Jungen für den Inhalt des Schulunterrichts sich interessieren. Da geben alle acht in der Algebra. Sie sind nicht schlimm gewesen. Diese Klasse war schon getrennt seit der 6. Sie war nicht so schlimm, Ich habe oft beobachtet, wie Sie ganz gut mit ihnen fertiggeworden sind.
Das ist ein Unfug, dass der Vater diesen Brief geschrieben hat. Das tut er, nachdem ich ihm gesagt habe, die Grundbedingung für die Löffelangelegenheit ist dies, dass kein Mensch darüber redet, zu niemand, und wir müssen dem Jungen beibringen, dass er zu niemandem darüber redet. Und nun macht es der Vater hinterher [doch]. Der Alte ist viel ungezogener als der Junge. Die Löffelgeschichte ist eine lange Geschichte. Es ist furchtbar schwer. Der Junge lügt einen nicht an, auch wenn er Schändlichkeiten zu gestehen hat; der Alte lügt aber fortwährend. Es ist eben so: Der Junge weiß, dass der Vater lügt, wenn er den Mund aufmacht. Der Junge weiß {das] aus seiner Erfahrung, dass dem Alten das nicht einfällt. Das Günstigste wäre gewesen, wenn die ganze Löffelgeschichte, wenn die Jungen gesellen hätten, dass man so viel Abscheu vor der Tat, aber Mitleid vor ihrem moralischen Schicksal hat, dass man die Sache zudecken will; während die jungen nur verlieren, wenn man es an die große Glocke hängt. Es wäre schon schön, wenn der R. M. von den Eltern weggebracht werden könnte.
Es erwachsen allerlei Aufgaben. Ich habe selbst einen Schüler anzumelden, A. V. Er [ist sechzehnjährig], wird in die 9. Klasse zu kommen haben. Also der Junge ist am besten beschlagen in der Philosophie, kennt Plato, [kennt Kant], kennt die «Philosophie der Freiheit», ist ein guter Mathematiker, schlechter Lateiner, schlecht in Deutsch, schlecht in der Geschichte, mittelmäßig schlecht in der Geografie und Naturgeschichte, und ganz abscheulich schlecht im Zeichnen. Das ist alles zu berücksichtigen. Aber man kann ihn nicht in die 8. geben. Er hat die 9. Klasse eines Realgymnasiums hinter sich. Er wäre auch zu alt. — Da handelt es sich darum, dass eine Pension gesucht wird. Man müsste sehen, dass man eine ausfindig macht. In München hat er über eine Million bezahlt. Wenn Sie so gut sind, geben Sie Nachricht, Österreichische Botschaft London, Belgrave-square 17 für Baronin A. de V., geborene Comtesse von K. Man muss die Bedingungen schreiben an diese Dame. Eine Lehrerpension ist nicht da, also muss man versuchen, ob er nicht in einer anderen Weise versorgt werden kann.
CLARA DÜBERG sagt, in der 8. Klasse im Sprachunterricht sei solch ein schrecklicher Lärm, sodass sie nicht unterrichten könne. Sie will zwei Schüler extra nehmen oder die Klasse teilen.
RUDOLF STEINER: Extra nehmen ist keine besondere Methode. Man muss versuchen zu verhindern, dass er hinausläuft. Man kann ihnen schon nachhelfen. Extra zu nehmen, das nicht; wenn es möglich ist, die Klasse zu teilen, das schon. Die Klasse ist für diese Verhältnisse zu groß. Wenn Sie ihnen Nachhilfestunden geben, das würde ganz gut gehen. Nur nicht Einzelne herausnehmen, und sie nicht in der Klasse haben. Das wird immer vorkommen, dass man schwierig zu behandelnde Schüler hat. In den gewöhnlichen Schulen hat man solche Schüler nicht. Bei uns müssen sie mit hinaufgehen. Aber ich glaube doch, es geht, wenn man mit ihnen befreundet wird.
GERTRUD BERNHARD fragt wegen des 8. 11 in der 8. Klasse.
RUDOLF STEINER: Man hat in der Menschheit auch solche Leute, und man hat die Aufgabe, sich ihrer nicht zu entledigen, sondern sie wirklich auch zu behandeln. Ich glaube, wir dürfen gar nicht darauf Einfluss nehmen. Was die Mutter tun will, ist eine andere Sache. Wir dürfen nicht, weil wir finden, dass Schwierigkeiten vorliegen, irgendeinen Schüler aus der Schule weggeben. Er muss interessiert werden. Es ist mit ihm fertigzuwerden, wenn man ihm mit Gründen beikommt. Der B. B. hat behauptet, er hätte nichts von den Pflaumen genommen. Herr Leinhas hat ihn gefragt, waren sie reif oder unreif? Er hat gesagt, Herr Leinhas ist doch sehr schlau. Er gibt sich als überwunden an.
Man muss ihm mit Gründen kommen. Das veranlasst ihn dann, dass er in sich geht, während sonst — bitte, nageln Sie eine Kiste zu mit einem Hammer, der fortwährend vom Stiel abfällt, so ist es mit seinen Gedanken, Zwischen den Partien seines Gehirns hegen Fettklumpen. [Er bringt seine Gehirnpartien nicht zusammen], es liegen Fettklumpen dazwischen. Wenn man ihn stark zum Nachdenken anregt, dann gellt er in sich. Da durchdringt er das Fett. Ich bin überzeugt davon, er ist gutmütig, man wird fertig mit ihm.
Man muss sich Mühe geben, ihn zu überführen. Nun haben Sie wieder fünf Wochen Zeit. Schläue kann man sich aneignen.
Brennnesselbäder werden ihm nützen. Etwas nützen wird, wenn man Zitronensaft in die Bäder hineintut, und jedenfalls bittere Stoffe, bittere Pflanzen, ich will sagen Sauerkraut. Wenn es geht, eine Mischung von allen dreien. Süssholz nicht. [Dreimal die Woche], nicht zu warm. Mit Mehlspeisen mäßig sein. Wenn er Brot isst, versuchen Sie es ihm zu rösten, dass möglichst wenig Wasser darin ist. Er hat Neigung zur innerlichen Fettbildung, die müsste erst fort. Er ist auch faul. Man kann die ganz regulären Heileurythmie-Übungen mit ihm machen für Fett. Bohnenkaffee kann ihm gut bekommen.
GERTRUD BERNHARD: Wie kann man sich Schlauheit aneignen?
RUDOLF STEINER: Haben Sie das «Goetheanum» gelesen mit den Rätseln von Brentano? Ich rate Ihnen, schaffen Sie das Buch an und lösen Sie alle die Rätsel. Ich meine es im Ernst. Ich habe die vier schwersten ausgesucht. Das wäre in Bezug auf B. B. und [Schlauheit].
Der «Bund entschiedener Schulreformer» hat zur Teilnahme an einer pädagogischen Veranstaltung eingeladen.
RUDOLF STEINER: Es handelt sich darum, ob man Neigung hat, da hinzugehen und dort zu reden. Es ist sinnlos. Wer einen solchen Brief schreibt, ist nicht zum Schulreformer geboren, am wenigsten zum entschiedenen. Es ist der absolute Wahnsinn. Auf der anderen Seite kann man den Standpunkt annehmen, dass man irgend redet von den Dingen. Man kann sich auf den Standpunkt stellen, dass man möglichst viel darüber redet. Röschl hat mich gefragt, ob man soll nach Genf gehen. Hier kann jemand, der das nicht scheut, hingehen und reden und die Dinge vertreten. Sinn hat es keinen. Wer einen solchen Brief schreibt, der ist nicht berufen. Es ist ein Getue. Das sieht man dem Brief gleich an.
CAROLINE VOM HEYDEBRAND fragt wegen Beteiligung an der Kunsterziehungs-Tagung in Stuttgart.
RUDOLF STEINER Sinn haben nur die Dinge, die wir mit völliger Beherrschung der Initiative von uns aus machen. Dieses Mittun hat nur dann einen Sinn, wenn man den Gesichtspunkt befolgt, man will an einer Stelle von der Sache reden. Es kann trotzdem jemand aufmerksam werden auf die Waldorfschul-Methode in jeder Art von Gemeinschaft. Ich glaube, solche Leute — natürlich müssen es solche Leute sein, wo eine Aussicht ist, dass man etwas Vernünftiges erreichen kann, wie die englischen Veranstaltungen sind; über die muss man anders denken. Aber dieses Zeug hier, was bloß Pflanzreißerei ist, das muss man so behandeln, dass man sich nichts davon verspricht. Wenn Sie nicht besondere Lust haben hinzugehen, dann schreiben Sie, wir sind in der nächsten Zeit mit dem Ausbau der
Waldorfschule und ihrer Methoden so beschäftigt, dass wir uns ganz dem widmen müssen. Das wird mehr nützen als diese Ausstellung. Wir müssen sehr darauf sehen, dass wir uns das Interesse, das die Leute haben, auch anschauen. Sonst bringen wir die Waldorfschule herunter. Wir können ihm ganz gut diese Auskunft geben, dass wir keine Zeit haben, weil wir die Methode selbst ausbauen müssen. Bloß die Malereien der Kinder ausstellen, haken wir für unpädagogisch.
Wir können heute nicht ganz prinzipielle Fragen besprechen. Vielleicht sind noch Bedürfnisse bezüglich des Inhaltes der Klassen oder der Behandlungsmethode.
HERMANN VON BARAVALLE hat in der 11. Klasse die Reiben durch-genommen. Er fragt nach dem Lehrplan der 11. Klasse für Algebra.
RUDOLF STE1NER: Ich habe die Sache so angegeben, dass ich gesagt habe, es sollte der Stoff so weit behandelt werden, dass man kommt bis zum Verständnis des Carnot'schen Lehrsatzes und seiner Anwendungen, Damit ist der ganze Lehrplan gekennzeichnet. Da ist viel Algebra darin. Da hat man notwendig viel Algebra, Reihenlehre, Funktionen und so weiter. Es kann schon bei diesem Lehrplan bleiben. Dass man ihnen Aufgaben geben kann, bei deren Lösung sie den Carnot'schen Lehrsatz nach allen Seiten beherrschen müssen.
Lehrs wird Chemie in der 9a unterrichten. Stein wird in den Nachmittagsstunden unterrichten in der 12. Bei Lehrs kommt dies in Betracht, dass ich das Lehrerkollegium für seine Erziehung als Mensch verantwortlich mache. Man muss dafür sorgen, dass er nicht ausartet.
KARL STOCKMEYER berichtet wegen B. B., dass er in die 12. Klasse kommen will.
HERBERT HAHN [zur Religion]: Was soll ich als Beispiele für Völkerreligionen nehmen?
RUDOLF STEINER: Altes Testament; die Hebräer.
ERICH SCHWEBSCH fragt nach dem Kunstunterricht: Goethe'sche Lyrik würde ich in der 10. Klasse nehmen. Tropenlehre.
RUDOLF STEINER: Es ist ein Stoff, der eigentlich fast die Klasse aus-füllt. Man kann natürlich die Tropen- und Figurenlehre nehmen. Man kann den Kindern eine Empfindung beibringen für die poetischen Formen. Man darf nicht sagen, dass Goethe erst von einem bestimmten Lebensalter es gekonnt hat; dass er erst mit vierzig Jahren eine Stanze machen konnte, [sonst denkt der Schüler: Na, was soll ich denn machten, wenn der Goethe erst mit vierzig Jahren ...] Auf solche Dinge, die Reaktionen hervorrufen — es stößt auf da muss man aufpassen wie ein Heftelniacher. Man kann es gut behandeln. Für den Kunstunterricht ist der Stoff der Anlass. Man kann sich ganz nach dem richten, was die Schüler verstehen.
WALTER JOHANNES STEIN fragt nach Kaiser Heinrich II, dem Heiligen.
RUDOLF STEINER: Ich habe gesagt, es war sein Wille, zu begründen eine «ecclesia catholica, non romana». Das ist eine bekannte Geschichte. Ganz sicher finden Sie das überall, wo Heinrich II. dargestellt wird. Lamprecht ist kein Historiker, er ist Dilettant. Er ist interessant, symptomatisch für die [Entwicklung der] Geschichtswissenschaft. Sie müssen irgendein Quellenwerk sich aufsuchen über Heinrich II. Es ist überliefert. Es ist nicht ein Wahlspruch, sondern das, was er gefühlt hat. Wenn Sie heute — dies ist in der Koinzidenz zu finden [Lücke in der Mitschrift]. Das Brevier hat Heinrich II. eingeführt als Heiligen. In diesem Zusammenhang kann man immer sagen: Dazumal war es möglich, dass einer ins Brevier kam, der nur eine katholische, nicht eine römisch-katholische Kirche wollte.
Es ist bei Lamprecht eher kokett, kein ursprüngliches Empfinden. Er spricht auch so selbstgefällig.
WALTER JOHANNES STEIN: [Was bedeuten in Wolframs Parzival die Worte «lapsit exillis» als Name für den Gral?'
RUDOLF STEINER: [Das ist noch nicht erforscht worden.]
[Auf eine Bemerkung mit Bezug auf die kommenden Sommerferien]: Die Hauptsache ist, dass Sie sich erholen. Frisch werden! Dass der Enthusiasmus erblüht während der Ferien, dass die Blüte zur Frucht geworden ist, wenn Sie wieder anfangen, auch da, wo die Klassen nicht ganz gut sind. jetzt freuen sich die Schüler doch schon, dass sie Sie wieder haben werden.
Ja, die Verhältnisse in Deutschland werden jetzt immer trüber und trüber. Es kommt das vollständige Chaos.
Die Oxforder Vorträge sollen erscheinen. — Es kommt eines in Betracht. Heute Morgen sagte nur Leinhas aus seinem Aperçus heraus: Schließlich haben doch so viele Leute so reichlich Stoff und schreiben nicht! [Warum schreiben die nicht?] Selbst das «Goetheanum» wird nach und nach an Stoffmangel lei en.
Es wird gefragt nach der Art der Bearbeitung der pädagogischen Vorträge für die Veröffentlichung.
RUDOLF STE1NER: Auch das Pädagogische müsste doch in so selbst-ständiger Weise, wie Steffen meine Vorträge wiedergibt, erscheinen können, [bearbeitet] von denen, die in den Dingen dar Innenstehen. Individuell, persönlich verarbeitet das aussprechen, was man zu sagen hat. Geltend machen und ausführen die Dinge, die man als Spezialideale hat, die man auf einem Spezialgebiet der Waldorfschule hat, sodass ein lebendiges Reden von den pädagogischen Prinzipien der Waldorfschule auftritt. Über den Kunstunterricht könnten so schöne [Aufsätze] geschrieben werden. Das «Goetheanum» braucht auch wirkliche Aufsätze. Es müsste sozusagen ein Furor entstehen, selbstständige Leistungen geben zu wollen. Wenn es auch nur selbstständige Würdigungen von dein und jenem Angeschlagenen sind, aber sich exponieren!
Woher kommen die unbrauchbaren Manuskripte? Auch aus der Gesellschaft? Ja, manchmal sind ja auch unbrauchbare abgedruckt. Es wäre schon gut, wenn gerade dies, was hier bei der Kunsttagung in einem universalen Sinn hat heraustreten sollen, warum soll das nicht die Veranlassung geben zu speziellen Ausführungen?
Es gibt auch eine Möglichkeit, ganz interessant methodische Fragen zu behandeln, [zum Beispiel] diese methodischen Fragen, wie ich sie dazumal in Dornach besprochen habe. Es liegt auch viel zu wenig der Welt vor eine Literatur über die Waldorfschule. Können Sie nicht über Ihre Unterrichtsprinzipien schreiben? Zweiundvierzig Lehrer sind da, fast so viel, dass in jedem Heft vier davon schreiben könnten. Es ist schon notwendig, dass diese Dinge bei uns entwickelt werden, dieses Darstellen von verschiedenen Gesichtspunkten aus. Ich habe ein Musterbeispiel davon geben wollen, in diesen Einleitungen zu den verschiedenen EurythmievorsteHungen, wenn ich versuche, es immer umzugießen, immer dasselbe von den verschiedensten Punkten aus zu geben. Das habe ich mit diesen Eurythmie-Einleitungen versucht. Als ich neulich eine gehalten habe, da standen die Leute draußen und gingen nicht hinein dazu. Das war bei der Delegiertentagung. Es war nach dieser Sitzung, wo sich die deutschen Delegierten so ausgezeichnet haben, wo einer gesagt hat, das Goetheanum war schon eine Ruine, bevor es abgebrannt war. Da ist vier Stunden reiner Kohl geredet worden. Richtiger ausgemünzter Kohl, vier Stunden lang.
Der [?] sollte unterrichtet werden in Latein und Französisch. Wer Zeit hat, möge es tun.
Dann hoffe ich, dass Sie sich nach allen Richtungen erfrischen. Wir brauchen auch auf den verschiedenen Gebieten der anthroposophischen Bewegung eine Erneuerung der Kräfte. Es ist schon so, dass man etwas bedacht sein sollte auf die Erneuerung der Kräfte, so, wie die Pflanzen auch jedes Jahr sich erneuern. Es muss eine innere Aneiferung, ein inneres Feuer da sein. Natürlich sind die Lebensverhältnisse schwer, sie werden mit jeder Woche schwieriger. Jetzt, wo die Mark gar keinen Wert mehr hat, nur einen Rechnungswert, jetzt ist gar nicht abzusehen, in welches Chaos man hereinkommen wird. Der Monatsetat ist [jetzt] etwa vierhundert Millionen Mark. Der August kann etwa zwei Milliarden werden, vielleicht auch noch mehr.
Mir hat ein Mann in Österreich geschrieben, dass er eine Transaktion gemacht hat, bei der er Dollar kriegen sollte. Er will [nur] sechshundert Dollar für sich haben. Was er darüber kriegt, das will er zur Verfügung stellen. Das wird jedenfalls eintreffen. Ich habe ihn gebeten, er solle es der Waldorfschule zuwenden. Das sind fünfhundert Millionen, aber es ist so wie ein Tropfen auf einen heißen Stein. Es ist der absolute Wahnsinn. Nun glaube ich, es wird in der nächsten Zeit in der Waldorfschule so notwendig sein wie für das Goetheanum, Geld zu bekommen. Diese Sache hätte müssen richtig vertreten werden; dies ist nicht richtig vertreten worden in Dornach. Jetzt müssen wir schließen.
Fifty-eighth Conference
Since the last conference, Rudolf Steiner had been working continuously in Dornach. Delegates from various countries gathered in Dornach. The Goetheanum was to be rebuilt.
Arrangements were made to establish national societies in preparation for the planned founding of a General Anthroposophical Society. After these intensive negotiations, Rudolf Steiner traveled with Marie Steiner to Stuttgart on July 30, just as the summer holidays had begun at the school. From there they traveled via Holland to England, where Steiner remained until September 6. The important Ilkley course was held there, with the participation of Caroline von Heydebrand, Julie Lämmert, Edith Röhrle, Hermann von Baravalle, Karl Schubert, and Erich Schwebsch. (At the next conference, which did not take place until September 18, he praised his colleagues at length.) After the Ilkley course (GA 307, Contemporary Spiritual Life and Education), conferences on anthroposophical topics took place in Penmaenrnawr and London. The atmosphere and the reception of spiritual science during this long journey were perceived as very happy by all participants. A committee was formed to prepare for the founding of a Waldorf school in England.
Topics: Discussions about individual students. Curriculum recommendations for art, history, and algebra for the 1st grade. Lack of writing activity among teachers. Editing of Steiner's educational lectures by Albert Steffen.
Comments: The summer holidays had begun in Stuttgart. A number of educational questions about individual students were raised. Steiner himself introduced a highly gifted sixteen-year-old student for the 9th grade and asked his colleagues to take care of this special young man. In cases of bad behavior: “When young people have done something really bad, you must always address the deed, never the personality. As soon as you scold young people, it becomes impossible to get along with them.”
Chair: Rudolf Steinen
RUDOLF STEINER: I very much regret that I was unable to be there at the end of the school year. It was not possible, and I thought that we would see each other again on such an occasion. Now you have told me that you have some necessary matters to discuss today. Let us begin, please.
ERICH SCHWEBSCH reads a letter from R's father, M. The boy has stolen sixteen silver spoons. The father wants to keep him at home.
RUDOLF STEINER: This spoon story is already old. He took them over time. His relationship with his father has never been any different than it is now. His father has only just found out about it. Silver spoons are very expensive now.
FELICIA SCHWEISCH reports on the blouse story.
RUDOLF STEINER: His father can take him out if he wants to. We have to see that we can cope with the boy. We certainly can't expel him. Isn't that right, the boy needs a little moral support. He must be given moral support. He is only in the 9th grade, and in this grade the children need moral support. They must have a certain affinity for the teaching staff. They must love the teaching staff. I believe that contact with the entire 9th grade has been lost. The boys immediately realize that this is terribly wrong, including the story with the spoons. I believe that this story in particular triggered a terrible feeling of remorse in R. M. We should help him in such a matter. Under no circumstances can we allow this boy to be removed.
We cannot contribute to the boys leaving school. We have to deal with them.
Is G. O. not a little addicted to showing off? He seems to be playing the pleasant boy.
[One must beware of subjective expressions.] If this expression were used, it would be a subjective description. Even if the boys do the worst possible things, one must always address the deed, never the personality. As soon as one scolds the boys, it is no longer possible to cope with them.
Isn't it true that old Mr. M. is a person who cannot control his temper, who treats the boy in such a way that it seems almost understandable that the boy resorts to such outbursts? When such domestic circumstances exist, one can only feel sorry for the boy.
More contact must be established with the students in the upper grades. At this age, these students are not yet able to cope with being guided through the entire morning without personal interest. They want people to take a personal interest in them. They want people to know them, to respond to them. That's what they want. After all, these classes are still school, not college. It's too much like college, too much like a seminar, and not really school. [They want contact with the teacher.]
I already told you, there were five. These five are not boys who can be thrown out onto the street. If you throw these boys out onto the street, then humanity will lose something that should not be lost. It cannot be lost. R. M. is not so gifted, but R. W. is gifted.
FELICIA SCHWEBSCH: The father was very indignant about his son and wanted to take him out.
RUDOLF STEINER: The father can do what he wants; we can only do our best. It's crazy to say you want to put him in a vice. The father can use his skills during the holidays. I believe we need to seek to establish a more personal relationship with the students in the upper classes. In the upper classes, it is urgently necessary to establish a more personal relationship.
FELICIA SCHWEBSCH, teacher of 9b, says she wants to observe the former class teacher of 9b, Hermann von Baravalle.
RUDOLF STEINER: You can gain interesting insights from listening. But a great deal depends on not having any difficulties when you stand in front of the class with your material. You need to have processed the material thoroughly in your free time so that it no longer plays a role and you can incorporate everything into the method that arises quite naturally. This question of discipline is primarily a question of good, methodical preparation. This applies to all subjects and all classes. It is a question of preparation. Perhaps this should be considered a fundamental question: whether there is no time for preparation. Many may say that there is no time for proper preparation (but that is the reason). It could be understood that the Waldorf school makes thorough preparation necessary so that one no longer has any difficulties with the material when standing in front of the class. The students notice this very quickly and then feel relieved of authority. Then it begins.
I can't imagine anything other than that all five of these young men are quite decent boys. R. M. is a weakling. He depends on being treated by those around him in such a way that he feels they are sincere with him. He does not have this feeling toward his father. His subconscious is constantly on the lookout: Will I feel the same way at school as I do at home? He wants to find understanding. But he feels that he is being treated without understanding. The father does not know that he is quick-tempered. It all depends on the boys being interested in the content of the school lessons. All eight of them are failing algebra. They have not been bad. This class has been separate since the 6th grade. It was not so bad. I have often observed how you have coped quite well with them.
It's nonsense that the father wrote this letter. He did it after I told him that the basic condition for the spoon affair is that no one talks about it, to anyone, and we have to teach the boy not to talk about it to anyone. And now the father is doing it [after all]. The old man is much more naughty than the boy. The spoon story is a long story. It's terribly difficult. The boy doesn't lie to you, even if he has to confess to shameful deeds; but the old man lies constantly. It's just like this: the boy knows that his father is lying when he opens his mouth. The boy knows {this] from experience, which doesn't occur to the old man. The best thing would have been if the whole spoon story, when the boys got together, had caused so much disgust at the deed, but pity for their moral fate, that one wanted to cover up the matter; while the boys only lose if one makes a big deal out of it. It would be nice if R. M. could be taken away from his parents.
All kinds of tasks arise. I myself have a student to register, A. V. He [is sixteen years old] will have to enter the 9th grade. The boy is most knowledgeable in philosophy, knows Plato, [knows Kant], knows the “Philosophy of Freedom,” is a good mathematician, poor at Latin, poor at German, poor at history, moderately poor at geography and natural history, and absolutely abysmal at drawing. All of this must be taken into account. But he cannot be placed in the 8th grade. He has already completed the 9th grade of a Realgymnasium. He would also be too old. — The issue is that a boarding school must be found. We must see to it that one is located. He paid over a million in Munich. If you would be so kind, please send a message to the Austrian Embassy in London, 17 Belgrave Square, for Baroness A. de V., née Comtesse von K. The conditions must be written to this lady. There is no teacher's boarding school, so we must try to see if he can be provided for in some other way.
CLARA DÜBERG says that in the 8th grade language class there is such terrible noise that she cannot teach. She wants to take two extra students or divide the class.
RUDOLF STEINER: Taking extra students is not a special method. We must try to prevent him from running out. We can help them. Taking extra students is not the answer; if it is possible to divide the class, then that is the answer. The class is too large for these circumstances. If you give them extra lessons, that would work quite well. Just don't take individuals out and not have them in class. It will always happen that you have students who are difficult to deal with. In ordinary schools, you don't have such students. With us, they have to go up with the others. But I do believe it works if you become friends with them.
GERTRUD BERNHARD asks about the 8th grade on November 8.
RUDOLF STEINER: There are people like that in humanity, and it is our task not to get rid of them, but to treat them properly. I don't think we should influence that at all. What the mother wants to do is another matter. We must not send any student away from school just because we find them difficult. We must get them interested. He can be dealt with if you can reason with him. B. B. claimed that he hadn't taken any of the plums. Mr. Leinhas asked him whether they were ripe or unripe. He said that Mr. Leinhas was very clever. He pretends to be defeated.
You have to reason with him. That makes him reflect on himself, whereas otherwise — please, nail a box shut with a hammer that keeps falling off the handle, that's how it is with his thoughts. There are lumps of fat between the parts of his brain. [He can't put the parts of his brain together], there are lumps of fat in between. If you strongly encourage him to think, he screams inside. That's how he penetrates the fat. I am convinced that he is good-natured, you can deal with him.
You have to make an effort to convince him. Now you have another five weeks. You can learn to be clever.
Nettle baths will do him good. Adding lemon juice to the baths will also help, as will bitter substances, bitter plants, sauerkraut, in fact. If possible, a mixture of all three. No licorice. [Three times a week], not too warm. Be moderate with pastries. If he eats bread, try to toast it so that it contains as little water as possible. He has a tendency to internal fat formation, which must first be eliminated. He is also lazy. You can do the regular eurythmy exercises with him for fat. Coffee beans are good for him.
GERTRUD BERNHARD: How can one acquire cleverness?
RUDOLF STEINER: Have you read the “Goetheanum” with Brentano's riddles? I advise you to get the book and solve all the riddles. I mean it seriously. I have chosen the four most difficult ones. That would be in relation to B. B. and [cleverness].
The “Association of Determined School Reformers” has invited me to participate in an educational event.
RUDOLF STEINER: The question is whether one feels inclined to go there and speak. It is pointless. Anyone who writes such a letter is not born to be a school reformer, least of all a determined one. It's absolute madness. On the other hand, one can take the view that one should talk about things. One can take the view that one should talk about them as much as possible. Röschl asked me whether one should go to Geneva. Someone who is not afraid to do so can go there and talk and represent things. It makes no sense. Anyone who writes such a letter is not called to do so. It's just a fuss. You can see that right away from the letter.
CAROLINE VOM HEYDEBRAND asks about participation in the art education conference in Stuttgart.
RUDOLF STEINER Only those things that we do on our own initiative with complete control make sense. This participation only makes sense if one follows the point of view that one wants to talk about the matter in one place. Nevertheless, someone may become aware of the Waldorf school method in any kind of community. I believe that such people — of course, it must be people where there is a prospect of achieving something reasonable, such as the English events; one must think differently about those. But this stuff here, which is just planting seeds, must be treated in such a way that we do not expect anything from it. If you do not particularly feel like going, then write to us that we are so busy with the expansion of the
Waldorf school and its methods that we have to devote ourselves entirely to it. That will be more useful than this exhibition. We must take great care to consider the interests that people have. Otherwise, we will ruin the Waldorf school. We can quite easily tell him that we don't have time because we have to develop the method ourselves. We consider simply exhibiting the children's paintings to be uneducational.
We cannot discuss questions of principle today. Perhaps there are still needs regarding the content of the classes or the teaching method.
HERMANN VON BARAVALLE has gone through the rubbers in the 11th grade. He asks about the 11th grade curriculum for algebra.
RUDOLF STEINER: I have stated that the material should be covered to the extent that the Carnot theorem and its applications are understood. This characterizes the entire curriculum. There is a lot of algebra in it. It is necessary to have a lot of algebra, series theory, functions, and so on. This curriculum can remain as it is. That you can give them tasks whose solution requires them to master Carnot's theorem in all its aspects.
Lehrs will teach chemistry in 9a. Stein will teach in the afternoon in 12. With Lehrs, it is possible that I will hold the teaching staff responsible for his education as a person. Care must be taken to ensure that he does not degenerate.
KARL STOCKMEYER reports on behalf of B. B. that he wants to move up to the 12th grade.
HERBERT HAHN [on religion]: What examples should I use for world religions?
RUDOLF STEINER: The Old Testament; the Hebrews.
ERICH SCHWEBSCH asks about art lessons: I would take Goethe's poetry in 10th grade. Tropes.
RUDOLF STEINER: It is a subject that actually fills almost the entire class. Of course, you can take the study of tropes and figures. You can teach children a feeling for poetic forms. You mustn't say that Goethe only mastered it at a certain age; that he could only write a stanza at the age of forty [otherwise the student will think: Well, what am I supposed to do if Goethe only did it at the age of forty ...] You have to be very careful with things like that, which provoke reactions — you have to be as careful as a needleworker. It can be handled well. For art lessons, the material is the occasion. You can base everything on what the students understand.
WALTER JOHANNES STEIN asks about Emperor Henry II, the Saint.
RUDOLF STEINER: I said it was his will to establish an “ecclesia catholica, non romana.” That is a well-known story. You will certainly find it everywhere where Henry II is portrayed. Lamprecht is not a historian, he is an amateur. He is interesting, symptomatic of the [development of] historical science. You need to find some source material on Henry II. It has been handed down. It is not a motto, but what he felt. If you today — this can be found in the coincidence [gap in the transcript]. The breviary introduced Henry II as a saint. In this context, one can always say: At that time, it was possible for someone who wanted only a Catholic, not a Roman Catholic, church to be included in the breviary.
With Lamprecht, it is more coquettish, not an original feeling. He also speaks in such a smug manner.
WALTER JOHANNES STEIN: [What do the words “lapsit exillis” mean in Wolfram's Parzival as the name for the Grail?
RUDOLF STEINER: [That has not yet been researched.]
[In response to a remark about the upcoming summer vacation]: The main thing is that you rest. Refresh yourself! That enthusiasm blossoms during the vacation, that the blossom has become fruit when you start again, even where the classes are not quite so good. Now the students are already looking forward to having you back.
Yes, conditions in Germany are now becoming increasingly gloomy. Complete chaos is coming.
The Oxford lectures are to be published. — One thing comes to mind. This morning, Leinhas said in his aperçus: After all, so many people have so much material and don't write! [Why don't they write?] Even the Goetheanum is gradually suffering from a lack of material.
The question is asked about the nature of the editing of the educational lectures for publication.
RUDOLF STEINER: The pedagogical material should also be able to appear in as independent a manner as Steffen reproduces my lectures, [edited] by those who are involved in the matters at hand. Individually, personally processing what one has to say. Assert and carry out the things that you have as special ideals, that you have in a special area of the Waldorf school, so that a lively discourse on the educational principles of the Waldorf school emerges. Such beautiful essays could be written about art lessons. The Goetheanum also needs real essays. There should be a furor, so to speak, to want to produce independent work. Even if it is only independent appreciations of this or that topic, but expose yourself!
Where do the unusable manuscripts come from? From society as well? Yes, sometimes unusable ones are printed too. It would be good if precisely what is supposed to emerge here at the art conference in a universal sense were to give rise to special elaborations. Why shouldn't that be the case?
There is also an opportunity to deal with very interesting methodological questions, [for example] those methodological questions that I discussed in Dornach at the time. There is also far too little literature on Waldorf schools available to the world. Couldn't you write about your teaching principles? There are forty-two teachers, almost enough for four of them to write in each issue. It is necessary for us to develop these things, this presentation from different points of view. I wanted to give a prime example of this in these introductions to the various eurythmy presentations, when I try to always recast it, always give the same thing from the most diverse points of view. I tried to do that with these eurythmy introductions. When I gave one recently, people stood outside and didn't go in. That was at the delegates' conference. It was after this meeting, where the German delegates distinguished themselves so well, where one said that the Goetheanum was already a ruin before it burned down. Four hours of pure nonsense was talked. Properly minted nonsense, for four hours.
The [?] should be taught Latin and French. Whoever has time should do so.
Then I hope that you will refresh yourselves in every way. We also need a renewal of strength in the various areas of the anthroposophical movement. It is true that we should be mindful of renewing our strength, just as plants renew themselves every year. There must be an inner zeal, an inner fire. Of course, living conditions are difficult, and they are becoming more difficult with each passing week. Now that the mark has no value anymore, only an accounting value, it is impossible to foresee what chaos we will face. The monthly budget is [now] about four hundred million marks. August could be about two billion, maybe even more.
A man in Austria wrote to me that he had made a transaction in which he was to receive dollars. He wants [only] six hundred dollars for himself. He wants to make available whatever he receives above that amount. That will arrive in any case. I asked him to give it to the Waldorf School. That's five hundred million, but it's like a drop in the ocean. It's absolutely crazy. Now I believe that in the near future it will be as necessary for the Waldorf School to get money as it is for the Goetheanum. This matter should have been properly represented; it has not been properly represented in Dornach. Now we have to close.