The Rudolf Steiner Archive

Dr. Steiner: Today, we want to have our agreed-upon discussion with Dr. Kolisko on health in the school. I will not go into the details of treating students because there are a number of principle things we need to present first. They will form the basis for further work that must also occur. We will proceed, then, by selecting some typical cases that could arise here. You will also have an opportunity to ask questions about specific cases.

I would first like to draw your attention to the fact that all of our Waldorf School pedagogy has a therapeutic character. The entire teaching method is itself oriented toward healing the child. If you create a pedagogy that does the proper thing during childhood, then educating children takes on a healing aspect. In particular, if we properly handle the child as an imitative being before the change of teeth, then use authority properly, and then appropriately prepare the child to form judgments, all of that will have a thoroughly health-giving effect upon the child’s organism.

It is fundamentally necessary that the direction of our behavior at school be hygienic. That is, that the teacher, in flesh and blood, has penetrated the three aspects of the human organism. The teacher should have an instinctive feeling for each child, that is, for whether one of the three aspects of the human organism, the nerve-sense system or the rhythmic system or the metabolic -limb system, predominates, and for whether we need to stimulate one of the other systems in order to balance a harmful lack of balance in the other systems.

For that reason, we will look at the threefold human being in a way particularly important for the teacher. We have the nervesense system. We can properly understand that only if we are aware that there is a regularity in the nerve-sense system that is not subject to the physical and chemical laws of earthly matter. We need to be aware that the human being rises above the laws of earthly matter through the nerve-sense system. The form of the nerve-sense system is completely the result of prenatal life. The human nerve-sense system is received by the human being in accordance with pre-earthly life. The nerve-sense system is thus capable of independently developing all activities related to the spirit-soul, because all material laws of the nerve-sense system are removed from earthly matter.

The case is exactly the opposite with the metabolic-limb system. Of the three human systems, the metabolic-limb system depends most upon external material processes. When people understand the earthly processes playing out in physics and chemistry, they also understand which processes continue within the human being, at least to the extent that human beings have a metabolic- limb system. However, they learn nothing about the laws of the nerve-sense system.

The rhythmic system lies between these two and, in a certain way, naturally balances the two extremes.

These things form quite individually within every human being. This is particularly true of children. The activity of one system always predominates over the others, and we need to do what is necessary to create a balance. For that, we must have a capacity to really listen to how children express themselves, so that expression can become a revelation of what we need to do with the child in order to help it achieve a completely harmonious health. It is important that we become clear about the fact that, for example, we can have a beneficial effect upon the nerve-sense system by adding the proper amount of salt to the foods the children eat. Thus, if we notice that a child tends to be inattentive, to be flighty and turn away from what you present, that the child is what we might call too sanguine or too phlegmatic, we will need to see to it that we strengthen the child’s pictorial forces so that he or she becomes better able to pay attention to the outer world. We can do that by providing the child with more salt. If you have, for instance, children who are inattentive or who tend to wander, then, if you look into the matter, you will find that the child’s organism does not properly process salt.

In more severe cases, it will often not be enough to simply suggest putting more salt into the child’s food. You will notice that because of some lack of knowledge, or perhaps inattentiveness, the parents salt the food too little. There, you can help with such suggestions. It is, on the other hand, also possible that the child’s organism refuses to accept salt. In such cases, you can help achieve the proper intake of salt by using a very dilute dosage of lead compounds. Lead is what, to a certain extent, enlivens the human organism to properly process salt. Of course, if you go beyond that boundary, the organism will become ill. What is important is to achieve the proper limit, which you may notice when a child has the first traces of a tendency for mental dysfunction. That is something many children have. You will then see that you will have to bring the whole healing process into line with what I have just described.

It is certainly a major deficiency that many educational systems pay no attention to such things as, for example, the external appearance of the children. You can stand in front of a school and see both large and small-headed children. We should treat those children with larger heads, in general, in the way I just presented. Those with small heads should not be treated that way, but in a way I will shortly describe. In those children with a physically oversized head, you will be able to find what I have just described as deficiencies, namely, lack of attention or a too-strongly developed phlegma. Now, however, we have all those children who have the contrasting tendency, that is, those whose limb-metabolic system is not sufficiently active throughout their being. Of course, such children feed their organic metabolism, but what the metabolism should be for the human organism does not sufficiently extend throughout their entire being. External observation of such children shows that they like to brood over things, but that they are also very strongly irritated by external impressions, that is, they react too strongly to external impressions. We can help such children improve throughout their entire organic system by taking care that they receive the proper amount of sugar.

You should also study the development of children in the following way. There are parents who overfeed their young children with all kinds of candy and so forth. When such children come to school, from the perspective of the soul and spirit, and thus also physically, they are concerned only with themselves. They sit and brood when they do not feel enough sugar in their organism. They become nervous and irritated when they have not had enough sugar. You need to pay attention, because when such children have too little sugar for a period of time, their organism slowly decays. The organism becomes fragile, the tissue becomes brittle, and they slowly lose the capacity to properly process even the sugar in their food. For that, you need to take care to properly add sugar to their food. Nevertheless, the organism may, in a sense, refuse to properly process sugars. In that case, you again need to assist the organism by giving a small dose of silver.

Now you see how, for the teacher, the spirit-soul life of the child can become a kind of symptomatology for the proper or improper functioning of the body. If a child shows little tendency for differing imaginations, if the child simply tosses everything together in a fantasy, if it cannot properly differentiate, then the nerve-sense system is not in order. In your attempts to teach the child to differentiate, you have at the same time a symptom indicating that the nerve-sense system is not in order, and you must, therefore, do what I just described.

If a child shows too little capacity for synthetic imagining, that is, for constructive imagining where the child cannot properly picture things, if he or she is a little barbarian in art, something common in today’s children, that is a symptom that the metabolic-limb system is not in order. You must, therefore, provide assistance in the other direction, in the area of sugar. From a hygienic therapy perspective, it is very important that you look at whether differentiating imagination or analytical imagination or artistic synthetic imagination is missing in the child.

There is now something else. Imagine you have a child whose analytical imagination is clearly missing. That could also be a sign that the child is directing his or her astral body and I too much away from the nerve-sense functions. You must, therefore, see to it that the child’s head is cooled in some way, for instance, that you give the child a cool wash in the morning.

You should not underestimate such things. They are extremely important. You should certainly not see it as a kind of deviation into materialism to advise the parents of a child who shows no capacity for painting or music to give the child a warm stomach wrap two or three times per week, so that the child has it on overnight.

People today have too little respect for material measures, and they overestimate abstract intellectual measures. We can attempt to correct that modern, but incorrect, perspective, by attempting to show that the divine powers have used their spirit for the Earth in order to fulfill everything materially. Godly powers allow it to be warm in summer and cold in winter. Those are spiritual activities accomplished by divine powers through material means. Were the gods to attempt to achieve through human education, through an intellectual or moral instruction, what they can achieve by having human beings sweat in the summer and freeze in the winter, then they would be incorrect. You should never underestimate the effects of material means upon children. You should always keep them in mind.

There is also another symptom for the same organic problem that arises when there is a deficiency in synthetic thinking, namely, children become pale. Children are often pale in school. We can handle that similarly to the condition of the astral body not being properly integrated into the metabolic-limb system. You can improve the paleness of children through the same means, because when you give a child, say, a warm stomach wrap, it sets the entire metabolic-limb system into motion so that the full metabolism develops greater activity throughout all systems of the organism.

If that system develops too strongly, so that you need to make only a small remark to a child and he or she immediately gets a red face and is terribly annoyed, treat that in exactly in the same way as when the astral body and the I are not properly integrated into the nerve-sense system. In that case, you need to give the child’s head a cool washing in the morning.

It is extremely important for the teacher to be able, in a sense, to foresee the child’s state of health and act preventively. Of course, there is much less thanks for that than when you heal when the illness already exists, but for children it is much more important.

Now, of course, things that have been used upon a child’s organism to direct a process in one direction or another may need to be subdued. If you treat a child for a time with lead in the way I described, you will need to stop the process at a later time. If you have, for instance, treated a child for a time with lead and have accomplished what you wanted, it would be good to treat that child with some copper compound for a short time, so that nothing remains of the lead process. If you found it necessary to treat a child with silver for a period, you should later treat him or her with iron, so that the inner process is arrested.

There is one more thing I want to say. If you notice a child is, in a sense, lost in its organism, that is, does not have the requisite inner firmness—for example, the child suffers a great deal from diarrhea or is clumsy when moving its limbs, so that it dangles its arms and legs when picking up things and then lets them fall again—such things are the first symptoms of what will develop into processes that strongly affect the person’s health later in life. You should never ignore it when a child often has diarrhea or urinates too much or picks things up so clumsily that they fall again or shows any kind of clumsiness in grasping objects. You should never simply ignore such things. A teacher should always keep a sharp eye open for such things as, for example, whether a child dexterously or clumsily holds a pencil or chalk when writing upon the board. In that way, you can act as a hygienic doctor. I mention these things because you cannot accomplish very much by simply reprimanding the child. Only someone who is always active in the class can affect anything. On the other hand, you can achieve a great deal through external therapeutic means. If you give the child in such a case a small dose of phosphorus, you will see that it will become relatively easy to reach the child with reprimands about clumsiness, even with organic weaknesses of the sort I just described. Give the child phosphorus, or if the problem is deeper, for example, when the child tends toward flatulence, use sulfur. If the problem is more visible outwardly, then phosphorus. In such cases, suggest to the parents that they should feed the child foods connected with colorfully flowering plant blossoms. Speaking in an extreme case, suppose a child often wets the bed. Then you can accomplish a great deal through a therapeutic treatment with phosphorus, but still more by working with the diet. Suggest adding some paprika or pepper to the food as long as the condition persists. You will need to determine that based upon the child’s further development.

In such questions, it is absolutely necessary that members of the faculty work together properly. We are in the fortunate situation of having Dr. Kolisko as the medical member of our faculty, and we should not undertake such therapies without speaking with him first, since a certain understanding of chemical and physiological things is necessary to arrive at the correct opinion. Nevertheless, every teacher needs to develop an eye for such things.

I once again need to take this opportunity of mentioning that in teaching it is of primary importance to take care to bring the nerve-sense system and the metabolic-limb system into a proper balance. When that is not done, it shows up as irregularities of the rhythmic system. If you notice the slightest inclination toward irregularity in breathing or in the circulation, then you should immediately pay attention to it. The rhythmic system is the organic barometer of improper interaction between the head and the limb-metabolic system. If you notice something, you should immediately ask what is not in order in the interaction of these two systems, and second, you should be clear that in teaching you need to alternate between an element that brings the child to his or her periphery, to the periphery of the child’s body, with another element that causes the child to withdraw within. Today, I cannot go into all the details of a hygienic schoolroom; that is something we can speak of next time.

A teacher who teaches for two hours without in some way causing the children to laugh is a poor teacher, because the children never have cause to go to the surface of their bodies. A teacher who can never move the children in such a way as to cause them to withdraw into themselves is also a poor teacher. There must be an alternation, grossly expressed, between a humorous mood when the children laugh, although they need not actually laugh, but they must have some inner humorous feeling, and the tragic, moving feeling when they cry, although they do not need burst into tears, but they must move into themselves. You must bring some life into teaching. That is a hygienic rule. You must be able to bring humor into the instruction.

If you bring your own heaviness into class, justified as it may be in your private life, you should actually not be a teacher. You really must be able to bring the children to experience the periphery of their body. If you can do it in no other way, you should try to at least tell some funny story at the end of the period. If you have caused them to work hard during the period on something serious, so that their faces are physically cramped from the strain on their brains, you should at least conclude with some funny story. That is very necessary.

There are, of course, all kinds of possibilities for error in this regard. You could, for example, seriously damage the children’s health if you have them work for an entire period upon what is normally called grammar. You might have children work only with the differences between subject, object, adjective, indicative, and subjunctive cases, and so forth, that is, with all kinds of things in which the child is only half-interested. You would then put the child in the position that, while determining whether something is in the indicative or the subjunctive case, the child’s breakfast cooks within the child, uninfluenced by his or her soul. You would, therefore, prepare for a time, perhaps fifteen or twenty years later, when genuine digestive disturbances or intestinal illnesses, and so forth, could occur. Intestinal illnesses are often caused by grammar instruction. That is something that is extremely important. Certainly, the whole mood the teacher brings into school transfers to the children through a tremendous number of very subtle connections.

A great deal has been said on various occasions during our earlier discussions on this topic. The inner enlivening of our Waldorf School teaching still requires considerable improvement in that direction. Even though I might say something positive, I would nevertheless emphasize that it is highly desirable, even though I am aware that we cannot always achieve ideals immediately, for Waldorf teachers to teach without preconceptions. teachers should really be so prepared that they can give their classes without preconceptions, that is, that the teacher does not need to resort to prepared notes during class. If the teacher needs to look at prepared notes to see what to do, the necessary contact with the students is interrupted. That should never occur. That is the ideal. I am not saying this just to complain, but to make you aware of something fundamental. All these things are hygienically important. The mood of the teacher lives on in the mood of the children, and for that reason, you need to have a very clear picture of what you want to present to the class. In that way, you can more easily help children who have metabolic difficulties than if you had the children sit in a classroom and taught them everything from a book.

It is a fact that in earlier periods of human development, teaching was generally understood as healing. At that time, people understood the human organism as tending to cause illness itself and knew that teaching brought a continual healing. It is extraordinarily good to become aware that, in a certain sense, every teacher is a doctor for the child.

In order to have healthy children in school, teachers must know how to overcome themselves. You should actually attempt to keep your private self out of the class. Instead, you should picture the material you want to present during a given class. In that way, you will become the material, and what you are as the material will have an extraordinarily enlivening effect upon the entire class. teachers should feel that when they are not feeling well, they should, at least when they are teaching, overcome their ill feeling as far as possible. That will have a very favorable effect upon the children. In such a situation, teachers should believe that teaching is health-giving for themselves. They should think to themselves that while teaching, they can move away from being morose and toward becoming lively.

Imagine for a moment you go into a classroom, and a child is sitting there. After school, the child goes home. At home—of course, I am referring to a different cause, I am not saying the teaching would cause this—the child needs to be given an emetic by the parents. Of course, that could not have been caused by the instruction given by Waldorf teachers, that would only occur in other schools. However, if you went into a class with the attitude that teaching enlivens me and brings me out of my morose state, you could spare the child the medicine. The child can digest better when you have the right attitude in the classroom. In general, a moral attitude of the teacher is significantly hygienic.

This is what I wanted to say to you today. We will continue to work on this later.

Is there anything in particular you would like to ask me now?

A teacher: I had wondered about how the three systems relate to the temperaments.

Dr. Steiner: Phlegmatic and sanguine temperaments are connected with the nerve-sense system; choleric and melancholic with the metabolic system.

A teacher: You spoke of flighty children having large heads. In my class, I have a very flighty child with a small head.

Dr. Steiner: A small head is connected with brooding and reflecting, whereas large-headed children are more flighty. If that is not the case, your judgment is incorrect. A small-headed child who is very flighty has not been evaluated from the proper perspective. You can orient yourself with these things. You first need to look at the nature of the child from the proper perspective. Show me the child some time. It is possible to mistake a child’s brooding for superficiality. It is possible that the brooding is hidden behind a kind of superficiality. That is easily possible with children. A teacher: Is this description valid for a specific age?

Dr. Steiner: It is valid until approximately the age of seventeen or eighteen.

A teacher asks about a girl in one of the upper grades who often wants to drink vinegar.

Dr. Steiner: You can understand that by seeing that the child has absolutely no tendency toward concentration. She lacks a capacity for concentration, but now and then she has to concentrate upon something, not because of outside demands, but from her own organism. She wants to rid herself of that requirement by drinking vinegar. She simply cannot concentrate, so the physical body demands it sometimes. She tries to overcome it by drinking vinegar, but you should not allow it.

A teacher: How can we work with children who absolutely cannot concentrate?

Dr. Steiner: With such children it might not be so bad if you tried to give them something moderately sweet, that is, to put them more on a sweet, rather than a salty, diet.

A teacher asks about a girl in the first grade.

Dr. Steiner: First try to get the parents to give her a warm stomach wrap, perhaps even a little damp, for a longer period, so that the astral body becomes more firmly seated in the limb-metabolic being. Silver would be the right remedy for her. For her, much depends upon getting the metabolic-limb system to take over the activities of the astral body. Give her silver and stomach wraps. She is a child who does not live in herself and is not in her metabolism at all. You need to have the entire picture when attempting to treat specific cases.

The school doctor: I thought we would arrange things later on so that I can see the children everyday.

Dr. Steiner: Today, I was speaking specifically about children’s organisms. Perhaps it would be good go through this again in relation to the physicians’ course, so we could be more specific.

We now have a report about the new administrative organization.

A teacher: I wrote the report about what we decided at the last meeting. It contains the results of the work of the preparatory committee. The other things we need to do are the concern of the administrative committee.

Dr. Steiner: Perhaps it would be good if faculty members said something about any of the individual points they think we need to speak about.

Current committee administrator: I think it is important that we work toward a new attitude in our meetings. There should be no one here who thinks the meetings are not necessary. The indifference we now bring to our meetings must disappear. I think we could bring an attitude to the meetings that would give them some meaning. I think our meetings would then have something that was much stronger earlier, when the effects of the seminar were still active in us. This is not a new thought. We will try to leave the concerns of the administrative committee outside the meetings.

The parents have asked for a lecture.

Dr. Steiner: We first must work with the Anthroposophical Society so that it can continue to exist, so we will have to put that off. I feel like I have contracted lockjaw from the bad attitude toward the meetings.

A teacher: We should not present things to the full plenum that we can easily take care of in private discussions. Bad forces have taken over the meetings. I have given some thought to how we could form the meetings so that only good forces are present.

Dr. Steiner: As in all such things, those who are most dissatisfied with our gatherings could do the most toward making them better by personally trying to make them better. If the meetings appear ugly, couldn’t you try to make them as nice as possible? If you notice they are difficult for you, and that you need to rid yourself of something after the meeting, then the situation will be better if you behave so that others will feel good when they leave. At the next meeting, you will also feel better. We should not ask anything from the meetings, but rather believe we should give. It is not very fruitful to criticize such things; instead try to improve things in yourself.

Much of what you have said concerns the interactions of faculty members and really requires much more consideration than you give it. We can say that, aside from some individual things that need improvement, the teaching has been very satisfactory recently. It has greatly improved. In contrast, there is a certain coldness, a kind of frigidity, in the interactions between faculty members. The meetings can create a bad atmosphere only if that coldness becomes too great. We can counteract that by working with the interactions between teachers.

When you say you cannot meet one another at the meetings, that seems rather strange to me in a group that is together from morning to night and sees one another during every break. During every break you have an opportunity for smiling at one another, for speaking in a friendly way to each other, for exchanging warmth. There are so many opportunities for developing a certain kind of vivacity, that I cannot understand why you need to do that only in the meetings. In the meetings, we should each present our best side. The problem is that you simply pass by one another and do not smile enough at each other. We can certainly speak the truth bluntly to one another, as that aids digestion and hurts nothing when said at the proper time. On the other hand, though, our relationships must be such that each one knows that the others feel that way about me not only because I am sympathetic or unsympathetic, but also because I am a teacher in the Waldorf School. That is something that is generally necessary in anthroposophy here in Stuttgart. Here, people meet one another in the Anthroposophical Society in just the same way as they would anywhere else, but what is necessary is that they meet one another in a certain way because the other is also an anthroposophist. teachers should meet one another in the Waldorf School in just the same way. That gives a special tone in every expression made during the school breaks, whether smiling or making accusations. I see too many sour faces. We need to pay more attention to that.

That is why I got a kind of lockjaw when there was so much discussion about the bad atmosphere in the meetings, because it meant that there must be a bad attitude toward one another, or an attitude of indifference. I cannot understand why there isn’t an atmosphere of great happiness when all the Waldorf teachers sit around one table. The proper attitude would be to think to ourselves, we haven’t had a meeting for a week, but now I am so happy to be able to sit with everyone again. When I see that is not the case, I get a kind of cramp. There should be no Waldorf teachers who do not look on the others with good intent. We do not need to resolve questions of conscience here in the plenum. When we have such relationships between members of the faculty, we can certainly take care of those questions individually. I can easily imagine everything moving quite smoothly.

It would certainly be quite nice if the teachers met now and then for a picnic. Each of you should try to make the meetings as lively as possible for everyone, so there is no need to complain. If someone thought of complaining, they should change their thought into asking, “What should I do so that things are better next time?” Otherwise, they would be a kind of outcast, and they would be that only if they had a bad attitude toward the meetings. Are there any other malcontents?

A teacher: The problem of discipline is continually discussed without any positive conclusion.

Dr. Steiner: In general, there are a number of things we could object to regarding discipline in the lower grades, but in the upper grades there is not so much. I do not know how you could expect to have better behaved children. They are just average children. Aside from the fact that the children in the lower grades need to be more active, I can only say that, in a certain sense, I have seen classes that are really very good in regard to discipline. This question of discipline can be a cause of distress forever, and if it were, we would have to discuss it continually. We cannot have the attitude that we do not want to discuss the question of discipline in our meetings simply because it is unpleasant. That is exactly why we do need to discuss it. I would like to mention a concern about discipline that has a kind of legendary significance. This may be important only outside of the school, in the [Waldorf-Astoria] Company. Many of you may think this is not a question for our meetings, but I do not know which members of the faculty I would call together to discuss this problem. In this question, we do not need to point to one person or another.

There may be teachers in the Waldorf School who slap the children, and so forth. That is something I would like to take care of in private discussions. I have heard it said that the Waldorf teachers hit the children, and we have discussed that often. The fact is, you cannot improve discipline by hitting the children, that only worsens things. That is something you must take into account. Perhaps no one wants to say anything about this, but my question is whether that is simply a story that has been spread like so many other lies, or have children, in fact, been slapped in the Waldorf School? If that has occurred, it could ruin a great deal. We must hold the ideal of working without doing that; discipline will also be better if we can avoid it.

A teacher: I teach English to the eighth grade, and I found the discipline there terrible.

Dr. Steiner: What do you as the class teacher have to say? The teacher reports.

Dr. Steiner: It would be pedagogically incorrect if we did not take the personal relationship to the children into sufficient account. It is certainly difficult to create, but you must create it and you can create it in individual cases. You should, however, remember that our language instruction is extremely uneven. In spite of the fact that we have a Waldorf pedagogy, there is, for example, sometimes too much grammar in the classes, and the children cannot handle that. Sometimes I absolutely do not understand how you can keep the children quiet at all when you are talking, as sometimes happens, about adverbs and subjunctive cases and so forth. Those are things for which normal children have no interest whatsoever. In such instances, children remain disciplined only because they love the teacher. Given how grammar is taught in language class, there should be no cause for any complaints in that regard. We can really discuss the question only if all the language teachers in the Waldorf School meet in order to find some way of not always talking about things the children do not understand. That, however, is so difficult because there are so many things to do. What is important is that the children can express themselves in the language, not that they know what an adverb or a conjunction is. They learn that, of course, but the way such things are done in many of the classes I have seen, it is not yet Waldorf pedagogy. That is, however, something we need to discuss here in the meetings. There are so many language teachers here and each goes their own way and pays no attention to what the others do, but there are many possibilities for helping one another. I can easily imagine that the children become restless because they do not know what you expect of them. We have handled language class in a haphazard way for too long.

A teacher: We language teachers have already begun.

Dr. Steiner: Recently, I was in a class and the instruction had to do with the present and imperfect tenses. What do you expect the children to do with that when it is not taught in Latin class? How should they understand these expressions? You need to feel that there is so much that is not natural to human beings, particularly in grammar. It is clear that in schools where discipline is maintained through external means, discipline is easier to maintain than where the children are held together through the value of the instruction. I am not saying that such expressions as present and indicative should be done away with, but that you should work with them in such a way that the children can do something with them. What I noticed was that the children did not know what to do with such expressions.

A teacher: There is examination fever in the highest grade. The middle grades are missing the basics.

Dr. Steiner: That is not what they are missing. Look for what they are missing in another area. That is not what they are missing! It is very difficult to say anything when I am not speaking about a class in a specific language, since I find them better than the grammar instruction. Most of our teachers teach foreign languages better than they teach grammar. I think the main problem is that the teachers do not know grammar very well; the teachers do not carry a living grammar within them. Please excuse me that I am upset that you now want to use our meeting to learn grammar. I have to admit that I find the way you use grammar terms horrible. If I were a student, I certainly would not pay attention. I would be noisy because I would not know why people are forcing all of these things into my head. The problem is that you do not use time well, and the teachers do not learn how to acquire a reasonable ability in grammar. That, then, affects the students. The instruction in grammar is shocking, literally. It is purely superficial, so that it is one of the worst things done at school. All the stuff in the grammar books should actually be destroyed in a big bonfire. Life needs to come into it. Then, the problem is that the students do not get a feeling for what the present or past tense is when they really should have a lively feeling for them. The genius of language must live in the teacher. That is also true for teaching German. You torture the children with so much terminology. Do not be angry with me, but it is really so. If you used mathematical terminology the same way you do grammatical terminology, you would soon see how horrible it is. All your horrible habits do not allow you to see how terrible the grammar classes are. This is caused by the culture that has used language to mistreat Europe for such a terribly long time, it has used a language that was not livingly integrated, namely, Latin. That is why we have such a superficial connection to language. That is how things are. The little amount of spirit that comes into grammar comes through Grimm, and that is certainly something we need to admire. Nevertheless, it is only a little spirit. As it is taught today, grammar is the most spiritless thing there is, and that gives a certain color to teaching. I must say there is much more to it than what we do. It is just horrible. We cannot always have everything perfect, which is why I do not always want to criticize and complain. You need a much better inner relationship to language, and then your teaching of language will become better.

It is not always the children’s fault when they do not pay attention in the language classes. Why should they be interested in what an adverb is? That is just a barbaric word. Things only become better when you continually bring in relationships, when you repeatedly come back to the connections between words. If you simply make a child memorize and yourself have no interest in what you had them memorize, the children will no longer learn anything by heart. They will do that only if you return to the subject again in a different connection so that they see there is some sense in learning.

You should not so terribly misunderstand some things, Mr. X. I got a kind of cramp when I saw how you presented The Chymical Wedding today. I said you could do that if you wanted to learn about spiritual activity for yourself, but then you did it in class. After you have done the conclusion, you will see how impossible it is to do The Chymical Wedding in school. It could be very useful if you know something about it yourself, as then you can handle other things appropriately. Now, however, you can do nothing more than present the question of the kings in The Chymical Wedding as pictorially as possible so that the children become aware of how one theme makes a transition into another.

A teacher: How should I do that?

Dr. Steiner: The theme of the three kings goes throughout it. You can find it in The Chymical Wedding and again in Goethe’s Tales. You could show how the same idea was active over centuries, and then tell stories about other themes that lived for centuries. There are a large number of such themes. If you recall, I once mentioned to you how you can see Faust and Mephistopheles as Robert and Trast in Sudermann’s Ehre.

A teacher: In the tenth-grade art class I showed how Schiller developed the word into a musical effect in The Bride of Messina and how Beethoven in his Ninth Symphony moved toward the word through human voice. In the end, Beethoven met Schiller in the “Ode to Joy.” Richard Wagner felt this quite strongly.

Dr. Steiner: It may be quite important to emphasize this relationship of Schiller to Beethoven. That is something the children will feel quite deeply at their age. You can best carry out what you wanted to say about Parzival if you also put the choir in Schiller’s Bride of Messina at the center.

Dr. Steiner: We have received a request from Dr. Karutz regarding the next parent evening; it requires a thorough discussion in the faculty before any public discussion of it. We need to discuss this proposal and, at least within the faculty, we need to arrive at a common perspective. For that reason, I have asked Dr. Karutz to spend the first hour of our meeting with us, so he can give us more information on what he wrote in his letter, and so that we can clearly understanding his request. (The letter is read aloud.)

Now that we have all heard the letter, we can see this is a question we must discuss in regard to basic principles. It would certainly be difficult to carry on a considered and objective discussion during the parent evening, and, since I cannot attend, I would like to discuss the question here. I would like to ask you to say what you would like to say first.

Dr. Karutz says his proposal has a cultural, not a political, intention. His objective is that the parents make a unanimous decision that the French language should no longer be required. He proposes Russian as a replacement.

Dr. Steiner: This question has a number of different aspects. The first is on the cultural side, and any serious pedagogical system must take that into account.

We see in the current activities of the French something that fundamentally cannot be explained from the outside. It is inexplicable because anyone should be able to see, even from the French perspective, that France will not reach its own goals by what it undertook today. We should not view this merely from a cursory political standpoint, but from a historical political perspective. What France is doing today is something like death throes—of course in history such things last a longer time—the death throes of a people in decline and in the process of disappearing from earthly development. Such views arise, of course, from spiritual observation of European history. The French nature is, in a sense, an initial wave of the demise of Romanism—the demise of the Romantic peoples of Europe. Naturally, the Spanish and Italian portions have somewhat more life than the French, who have the least life among the Romantic population.

We can clearly see the decadence of French culture in the language. Among the common languages of Europe, French is the language that, in a sense, most forces the human soul to the surface. It is the language in which it is possible (and this is a paradox) to lie in the most honest way. In that language, it is easiest to lie in the most naïve and honest way, because it lacks any real connection with the inner human being. French is spoken entirely at the surface of the human being.

Consequently, the French language, and thus the French nature, has a certain attitude of the soul. The attitude of the French soul is directed by the French language, whereas in German, the soul controls the inner configuration of the language, the mobility of the language. The French language is currently something that paralyzes—it directs the soul. It rapes the soul, and thus makes the soul hollow, so that French culture is hollowed out under the influence of the French language. Those who have a feeling for such things can see that the soul does not speak in French culture, only a petrified formalism has a voice. The difference is that, in speaking French, the language rules the speaker. The infinite freedom possible in German, and that we should use more than we normally do, that enables you, for instance, to put the subject in any position, depending upon your inner life, does not exist in French.

The reason Germany has brought French into education is not due to pedagogy; we do not teach French in our schools for any pedagogical reasons. We teach it because what was considered useful for a certain group of young people was modified and masked when the old college preparatory high school system was replaced by a number of modern institutions. It is significant that people believed what was available in the old system through Latin could be found in French. People had assumed French had a pedagogical effectiveness similar to that of Latin. That is, however, not true. Latin has a kind of inner logic and brings logic to people instinctively. That is not true of French, which has slipped into clichés and is no longer based on logic. It is only clichés—such things must be stated in a radical way—so that learning French brings a great deal to the surface in children, and that is why a desire to remove French from education has gradually arisen. It is obvious that French will disappear from education in the future.

In the Waldorf School, which exists to make a radical new beginning, we have a different perspective. The school can make a beginning only through the understanding our teachers have for the character of the French language, in that they teach it with an awareness that they are actually teaching something decadent. You do not have to tell that to the children, but we certainly should be clear about it. We are clear about it, but from a different perspective, it is completely out of the question that we here at the Waldorf School begin by fighting to remove French from the curriculum. We cannot do that for purely external reasons. We do not yet have an independent cultural life. We have, of course, a Waldorf School pedagogy based upon the idea of an independent cultural life, but that is only an ideal that we cannot completely implement under the present conditions.

For that reason, we had to sign a declaration when we founded the Waldorf School in which we agreed we would always meet the learning goals of the public schools at appropriate stages. For instance, we have to insure that our nine-year-old children meet the learning goals of the public third grades. We are pedagogically free for periods of three years. In general, we would place ourselves in an impossible position if we did not fulfill these responsibilities. We cannot keep our children from being able to transfer to another educational institution through testing. If we did that, we would rob our children of the possibility of finding their own path in life. There is, therefore, nothing we can do other than attempt to bring as much of the ideal Waldorf pedagogy as possible into the school. We cannot go further than the possibilities allow. If the building in Dornach had not burned down, we would still have been far from obtaining accreditation for the Dornach University. We could not have given doctoral diplomas. Since we must take into account that those children who complete our school may transfer into other learning institutions and universities, we have to allow them to meet learning goals at a particular age.

All this assumes that we teach foreign languages the way we do for inner pedagogical and psychological reasons. Seen from outside, people could say we do not need to begin teaching foreign languages as early as we do. If, however, we are to achieve in a pedagogical way what eighteen-year-old boys and girls need of foreign languages for their final examinations, there is nothing else we can do. Under the assumption that it is justifiable that our children achieve a certain level of education, we must form foreign language instruction as we have. We must swallow the bitter pill of French until we can do something else.

That brings me to what is of primary importance for the work of our movement. You see, well-intended people are always asking our movement to undertake this or that remedy. In the area of medicine, people make all kinds of demands. We need to take the position that we cannot do such things individually, but only through major movements. We have begun to develop medicine in the light of an independent cultural life. Thus, in such a question where we can best find the pedagogical basis through the practical experiences of the Waldorf School, a major movement would need to begin. A single private school, where the light of life could be instantly snuffed out if it undertook such things, cannot do it.

Aside from that, we could not accomplish much. Whether or not our students learned French would make little difference in the cultural status of the German empire. In contrast, a major cultural deed could occur if people overcame all the things connected with the false valuing of French in Middle Europe through a genuine understanding of the things I mentioned and Dr. Karutz also indicated. If people saw that and it became part of their flesh and blood, and if, therefore, the French language disappeared from the schools in a healthy way, then that would be a path toward a major cultural deed. A cultural movement directed toward removing French from the schools could begin that in a proper way while retaining a proper appreciation of French itself. Today, it is no longer valid to teach French for practical reasons. I do not believe that was true even before the war. In countries outside France, people respected French and valued it in teaching, not because of its commercial significance, but because it was used as the language of diplomacy, and because it was used in conversation in the salons of the so-called better circles in society. That, too, came from using French in diplomacy. If this was done with the necessary force and motivation, it could kill two birds with one stone by hitting the decadence of both French and diplomacy. It could show that diplomacy is just as decadent, because it is necessary to lie when being diplomatic. In war, success results in surrounding the opposing forces. The technique of winning a war is to mislead the opponent. Diplomacy is well described by a peculiar statement, namely, “War is the continuation of policies by other means,” something as insightful as “Divorce is a continuation of marriage by other means.” Diplomacy consists of using the same means, but at a different level, as those used to mislead the opponent in war. In this case, a language that can mislead others is required. Nietzsche made a major error when he spoke of the German language as the language of deception. The French language is not the language of deception, but the language of stupefaction that actually brings people outside themselves. Someone who is enthusiastic about speaking French seems like someone who is not quite in control of themselves. That is, of course, expressed in an extreme way. You need to look at things that way, otherwise you will not come to the subtle feelings you need to present in teaching French.

The parents of the Waldorf children can be very sure that we will contribute nothing to the false estimation of the French language. However, we do live under the compulsion of the state and, for that reason, cannot include anything in the constitution of our Waldorf School that would do anything against the French language. We depend upon the creation of a major cultural movement in this regard, one that is objective, one that at some time can also present these views and that values spirituality. If we were to once begin such an action, then we would see that a much different culture would replace today’s. It is important to put forward the differences in evaluation of the languages. We would win some trust and strength from certain people for the mission the German language still has in Western civilization. However, people would still need a feeling for what is declining or rising in the language. In the German language, many elements are still positively developing, although, since High German entered, there is much that can no longer develop. We still have the inner strength to transform words. Under certain circumstances, we can still transform words that have petrified in the substantive into verbs. I have used the word kraften as a verbal form of kraft. And we may also do similar things. People understand them. German still has a lot of inner strength. French no longer has that. Everything is prescribed. When language takes over everything, it corrupts the human soul.

That is what I have to say, Dr. Karutz. You see, we understand your request, but our hands are tied. At the moment, we cannot really discuss the question.

A teacher: The public schools in Bavaria no longer require French.

Dr. Steiner: We will have to wait until Württemberg does something. Since things can quickly change from one day to the next, we will have to make our decisions accordingly. I am not sure that, if French were removed today, it would not be included again later if something did not take hold of human souls at a deeper level.

A teacher: The decision in Bavaria occurred several years ago.

Dr. Steiner: It occurred only now. We will certainly shed no tears about the French language if it comes to that here. Perhaps some of the teachers would like to say something about French.

A teacher: It would not be so easy to do here.

Dr. Steiner: We will address these questions when they become more pressing.

A teacher: I thought it was easier to comprehend the spirit of a language when it is in the process of dying.

Dr. Steiner: That is the case with human beings, but not with languages. The French language is now more dead than Latin was in the Middle Ages when it was already a dead language. There was more spirit living in Latin when it was clergy- and kitchen-Latin than lives in the French language now. What keeps the French language going is the furor, the blood, of the French. The language is actually dead, but the corpse continues to be spoken. This is something that is most apparent in French nineteenth- century poetry. The use of the French language quite certainly corrupts the soul. The soul acquires nothing more than the possibility of clichés. Those who enthusiastically speak French transfer that to other languages. The French are also ruining what maintains their dead language, namely, their blood. The French are committing the terrible brutality of moving black people to Europe, but it works, in an even worse way, back on France. It has an enormous affect on the blood and the race and contributes considerably toward French decadence. The French as a race are reverting.

Marie Steiner: You can notice the superficiality and hollowness of the language when you compare it with Italian. In Italian you can still present the spirituality of the content. That is often lacking in French, the depth disappears.

Dr. Steiner: We had the strangest experiences. Mrs. Steiner translated two major works by Schuré. At the time, there were some reasons for the translation, but we always had a feeling that only through the translation was the actual content of these two works apparent. The reason for that was Schuré’s own development. His first work was L’histoire du Lied, in other words, a history of German lyrics written in French. He was thinking in German but wrote in French. He thinks substantially in German, and had his first cultural impressions from the Wagnerian school. I still remember Mrs. Schuré’s genuinely French fury when she told me that as a student he had sold his gold watch in order to be able to go to Tristan. You can see how the translations of these two works appears as though they were translations into the original language, that is, as though they had originally been written in German. They are thought in German, and the French can feel that in Schuré’s work.

A teacher mentions that German style was transformed by Heine and anti-romantic journalism.

Dr. Steiner: The effects of Heine and Börne have been very colorfully described by Treitschke. There is a wonderful chapter in one of Treitschke’s books on history about the rise of journalism. In it you can see all of Treitschke’s fury. He could be very radical and was often not very tactful.

We once both received an invitation in Weimar, where he saw me for the first time. He couldn’t hear, and you had to write everything for him. He always asked where people came from, and he said that the Austrians are either very clever people or scoundrels.

A teacher: I would like to say how it is for me when I teach French. I overdo it. I get right into it, but nothing is so strenuous as teaching French.

Dr. Steiner: If you meant that in a good sense, I would advise you to overdo yourself in other things more.

Marie Steiner: It is very funny how that affects Rostand in Chantecler. It is a real mess.

Dr. Steiner: The conclusion we should draw is that as long as we have French, we should teach it with the proper attitude and under the proper estimation of its pedagogical value. The remainder we must leave to the future.

Dr. Karutz leaves.

Dr. Steiner: We needed to take care of this matter or it would have come up at the next parent meeting, and I must admit it does not seem right to me to broach the question at this quasi-public occasion. We may not expose ourselves too much in regard to such current questions. This is not a question where we can make compromises. The fact is, we can only maintain our general direction and path if we do not put hurdles in our own way and do not allow ourselves to be drawn into such current questions about pedagogy. If we do, the light of our lives will be snuffed out. We must take this position also regarding less significant questions. Today’s questions about elementary schools will find their answer the moment there is support for the Waldorf School method. Discussions over such things really become quite trivial. When such problems come up, we can certainly participate in the discussion, but we must maintain our position.

Is there anything else to discuss? There is not enough time for a lecture on medicine. Perhaps you could bring some current problems for discussion in the time remaining.

They discuss the many children who are absent from school.

Dr. Steiner: That is certainly something to be concerned about. In the first grade, I found only nine of twenty-seven children. That is really terrible. How is it in the other classes?

A teacher: In the 1b class, I had only half the children.

Dr. Steiner: These things are connected with the general state of nutrition. We should be aware that such things appear as illnesses about three and a half years later, that is, malnutrition then appears as an illness. That is something reasonable physicians were aware of at the beginning of the war. Only Abderhalden claimed that hunger during the war had no effects, though he was sometimes reasonable about other questions.

The school doctor: The children’s health is getting continually worse. Of six hundred and fifty children, about one hundred and eighty are severely undernourished.

Dr. Steiner: When we think about the physiological corruption of the children’s organism, we now need to try to make those forces that support the necessary functions of the human organism more effective. We need to make those forces more effective. We need to be aware that the correct view of the human organism views human nutritional and growth forces as located in a kind of reservoir. The way we should imagine that reservoir is a question that leads deeply into occult physiology. Actually, you need to think of a created reservoir out of which the forces for nutrition and digestion and rhythmical processes arise.

Perhaps you can best understand that if I draw your attention to the difference between vegetarian and meat nutrition. If you look at a plant, you will see that the plant completes the mineral and vegetable processes to a certain point, so that as a human being we have to work further upon what the plant has made of earthly substances. We must further transform the substances into the form they should have in the human body. Thus, when I eat plants, I must further transform the final stages of plant existence into what is necessary for human existence. These forces are available in various ways in the human organism, that is, there are forces that create sugar, transform fat or protein. The salts are used in a certain almost physical-chemical way in the organism. These forces exist.

If I eat meat, the mineral and vegetable processes have been continued beyond the stage reached by the plant to that of the animal, and I do not need to change the meat in the same way I need to change plants, because that has already happened in the animal. The animal has already made the changes I should undertake. Thus, if I eat, say, some grass or something like that, I would have to do what a cow would otherwise do. But, if I eat some beef, the cow has relieved me of this inner work. In a sense, I thereby leave the work of the cow in my reservoir of forces. Thus, I fill myself with unused forces. I leave those unused forces within me. Actually, I carry them with me.

That was not meant as some sort of fanaticism for vegetarianism. This can definitely have to do with heredity. Nevertheless, it is correct that when people eat meat, they do not fully use their inner functions. They sentence themselves more easily to gout than when they train their inner functions so that they become vegetarians.

Under some circumstances, the work required with fruit is even greater because it has to be transformed backwards. If you can perform this reverse transformation, you awaken even more forces within your organism. You should, however, not believe that awakening such forces is tiring. Under some circumstances, allowing forces to lie fallow is much more tiring because those forces collect. Thus, you can see that we either fully use the forces in that reservoir, or we leave them unused. I have mentioned all this only as a kind of discussion of how forces act in the organism. All the aspects of human nature, the I, the astral, etheric, and physical bodies, participate in using those forces. The situation in the human being is such that, in general, the development of forces acts in what we might call a centrifugal manner, that is, from within, outward, and from below, upward, depending upon the various parts of the physical body. In general, the development of those forces follows the path of the blood, and it is their responsibility to carry what lies in the blood’s path.

There exists another force counter to those forces, one that goes parallel to the paths of the nerves and is particularly important for the child’s organism,. Everywhere within the human being you will find these two extremes. For example, the blood moves from within toward the outside in the eye, whereas you observe the nerves properly only when you consider that they go from outside, inward. The centripetal forces go parallel to the nerve pathways. These two forces achieve their general harmony through the breathing and circulatory systems and are the two poles of the human threefold organism. The nerves act centripetally. The metabolic- limb system works centrifugally, parallel to the path of the blood. What is important is that the liveliness of all inner functions depends upon the proper interaction of these two systems, and thus these two forces. The centrifugal and centripetal forces need to be properly activated in each individual organ.

Malnutrition during and after the war caused what I saw yesterday in a little child in the first grade. The centrifugal forces in that child have developed only to a dangerously weak point, so that those forces need to be enlivened by support from the outside. That was why I advised giving the child those baths, since they support the centrifugal forces from outside. Those are things that are important when dealing with such acute cases, but of course, they must be applied very individually.

On the other hand, it is necessary to work on improving general nutrition in Germany and Austria. There we can enliven both sides, namely, the centrifugal and centripetal forces. We can enliven the centripetal forces, so that they support the blood stream, primarily through dietary means or through providing medications based upon calcium phosphate. In the reverse situation, we can enliven the centrifugal forces by using calcium carbonate. I said in the reverse situation because calcium carbonate enlivens the nerve system and enlivening the nerves achieves a greater activity in the centrifugal forces. Calcium phosphate enlivens the centrifugal forces, the blood, and thus has a reverse effect upon the nerves.

The effect of the carbon is to enliven the centrifugal forces through the nerves. You can see this enlivening in a coarse way when you simply drink some carbonated water. There, it is the carbon that has the effect. Since we are using a calcium compound, people will have to work with things right into their bones. You can see quite clearly that the bones are included, and that is why this compound should be used, so that people can work right into their bones. This may seem like a strange statement, but physiologically it is correct to say that the bones are the final extension of the nerve system. The nerves are bones at the lowest level of development. They are bones that have been stopped from developing into bones. Nerves tend to become bone-like, only they have been stopped at a very early stage. For that reason, calcium carbonate enlivens the nervous system right into the bones. In contrast, calcium phosphate enables the bones to participate in distributing the blood. The bones play a role in the formation of red blood cells, and that can be increased through calcium phosphate. Oyster shells are an empirical proof of that. Oysters have no blood, which is why we find only calcium carbonate in them.

What you can see from all this is that if you properly combine calcium carbonate and calcium phosphate, you can enliven the organic functions and thus strengthen the organism when it is too weak to digest what comes into the stomach.

That is the cause of modern malnutrition. The problem is not that there is no food, but that the food is not used beyond the intestine because the organism is so weak. The body actually takes in only a little bit of the chyme. That could be improved if we strengthened those forces related to organic forces.

This needs to be done alternately, so that the calcium carbonate is taken at the night and the calcium phosphate is taken in the morning so that it is effective during the day. Thus, the calcium phosphate would be connected with the activity of the nervous system, and the calcium carbonate active during the night will strengthen the blood system.

I think that a sufficient dose of calcium carbonate would be 5% and of calcium phosphate, .5% at a potency of 5X or 6X. In connection with calcium phosphate, the higher the potency, the better, but calcium carbonate is allopathic.

What we actually have here is a genuine illness that we should, therefore, heal. No one should complain that we want to give all the children some medicine. Since we actually have an epidemic, we should undertake mass treatment. That is a commandment of genuine love of humanity.

A teacher: We would have to discuss that with the parents.

Dr. Steiner: That is something we cannot easily do in a parent evening, although I think it would be basically proper. Nevertheless, we should not become too prominent, so you should speak with the parents individually.

The school doctor: If we did that on a broad scale, we could discuss it with the parents. There are some financial difficulties, and we would also be entering the realm of the local doctors.

Dr. Steiner: We can expect the support from the Clinical Therapeutic Institute. The other thing is, it is advisable not to treat such things as medicine at all. Nevertheless, some of these things lie right at the limits of diet, so we do not really have to consider this a question for physicians. To restate it, first, Palmer at the institute could give us some support, and second, we do not need to see this as medicine. It is a dietary question and therefore we do not need any medical justification. The third thing is that the parents would pay nothing for it. Doctors start to get nasty if you require payment. I think it would be difficult to use genuine medications. In connection with calcium phosphate and calcium carbonate, we could take the position that they are simply dietary supplements. We could even extend this and make it into a kind of popular movement, so that people simply received a dietary supplement through one of these preparations at the table, just as we might put salt on the table. You certainly do not need a doctor for that. Today, I wanted to handle only the general question. This is how we would have to take care of it if we are to handle public questions with the slightest bit of reason.

A teacher presents the request of a mother who wants to have her son put in a parallel fourth-grade class.

Dr. Steiner: The lady told me she believes that her child cannot work in the present class, and the class teacher also wants the child to leave. She is not bothered by that, but now she is asking that he be put in a parallel class. I have nothing against that if it is best for the child. My only question is whether Mr. K. would take him. He is one of the few boys who does not want to be taught by a female teacher. If the parallel class were also taught by a woman, he would have no interest in it. Now that we have the request, and you don’t have anything against it, perhaps it is best to do it. Is there anything else we need to do?

A teacher: S.R. does not want to participate in shop because of his music instruction.

Dr. Steiner: If such things come up often, then we will have to create a category of special students who can have such changes, and whose parents are ready to be responsible for the student not meeting the goals of our teaching. We would have to handle each case that way. We would have to treat him as a special student.

A teacher: The children often ask what is the deeper meaning of learning to spin yarn.

Dr. Steiner: It is something that enhances the life of their souls, and they also learn something about genuinely practical life through spinning. You cannot really learn anything about practical life by just watching how something is done, only by doing it the way it is really done. The children should also notice that you can learn to make a pair of shoes in a week, but a shoemaker’s apprenticeship lasts three years.

A teacher asks how to present The Song of the Niebelungs in the tenth grade.

Dr. Steiner: You have already done that, haven’t you? You need to first teach the children about the whole context of The Song of the Niebelungs, so that they understand how it fits into the historical perspective. You should do that as pictorially as possible, similar to the way I did Parzival and Christianity in Dr. Stein’s class. It took place during the time of the Great Migrations. Present it in a very lively way and then give the children some examples. Teach it so that the children first have a complete picture, not with boring lectures, but in an exciting, pictorial way. Give them a picture of what you will read to them as an example. Above all, see to it that you are not the only one who reads. The children should also read in a way that is not boring, through the way you gave them a proper picture. It is not possible to read in a boring way if you have given them the proper picture. Stop for a moment at some of the interesting passages where you can say something about the beautiful words. It is possible to create some real excitement and illuminate the whole scene from some individual words or phrases. If you do that, you will have given the children enough.

A teacher: What could I use as a historical source?

Dr. Steiner: You can use any book on the history of the Middle Ages. The history has been so worked over that any fool could do it in the same way. A person would not need to be particularly insightful. Those history books are all the same.

A teacher asks whether a book on mathematics should be written for the use of the teachers.

Dr. Steiner: A teaching guide for mathematics and geometry in the upper grades would be good. You would need to write it so that the material is presented in a very clear way, so the reader does not drown in the amount of material and important things are not missing. All textbooks are really unusable. They are not very helpful. It should be a text without any remarks or figures that you can read like a novel.

As a boy of about fourteen or fifteen, I once wrote one myself, because all of the geometry books were so boring. It is too bad I no longer have it. It was not bad, you could read it like a novel. It might be interesting if you put it together as connected text that reads like a novel. It does not need to be as voluminous as things are today, and we could even have one edition for teachers and a still shorter edition for children, like a short story. Children would be very thankful if every day in class they could read a page or two about geometry written in a readable form. There are no good books anymore. The books on geography are horribly written. The grammar books are terrible. This is something that The Coming Day publishing company could do.

A teacher asks about speech exercises for a child in the first grade who has a very soft voice.

Dr. Steiner: I would have to see and hear him. Perhaps you could show him to me when I am here for the delegates’ conference.

At the beginning, Graf Bothmer gave a lecture about teaching gymnastics with approximately the following content:

Should boys and girls participate together or exercise in the same room, but separately? Girls hold the boys up. Should we group the children according to their temperaments? That would be the ideal.

Dr. Steiner: Perhaps I can say something more general about gymnastics later. When we have time before the beginning of the new school year, I can discuss gymnastic exercises in relationship to the child’s age and how to make them whole. That is what we will do. Today, I would like to speak about what you just presented. Please consider what I do not speak about as meaning I agree with what you said. I will not emphasize anything I agree with.

Concerning the relationship of gymnastics to eurythmy, there can actually not be any conflict between gymnastics and eurythmy. In general, we can generally see gymnastics exercises and how they are presented as a continuation of eurythmy exercises. Suppose we take a particular movement of the arm in eurythmy and a corresponding movement in gymnastics. In eurythmy we need to take care that the form of the movement itself lies nearer the center of the body than it would in gymnastics. Thus, there can actually be no conflict.

You can best understand that when you realize that in eurythmy you are primarily concerned with that part of the human organism that is directly connected with the inner breathing process. Thus, what an arm or leg, a finger or toe does in eurythmy is directly connected with what plays out as the inner breathing process, that process of the transition from air to blood. On the other hand, what happens in gymnastics is primarily connected with the human organic process basic to the transition from blood to muscle. That is primarily physiological and sheds complete light upon what we develop. As soon as we understand that instinctively or intuitively, we will see that every movement in gymnastics is connected with strengthening the muscles, with their growth, and with making them elastic by forcing blood into the muscles. The more you understand that, the more you will be able to develop free exercises.

We can say the same thing from a different perspective. Eurythmy is primarily a pliable forming of the organism. Or, I could also say that eurythmy exists in the sculpting of the organism. Gymnastics lives in the statics and the dynamics of the organism. Of course, you, Graf Bothmer, felt that when you mentioned that the children feel the room during gymnastics. You can best understand that through the picture of how an arm or leg moves in space, or their relationships to weight.

That we do not have any conflict with eurythmy, we can see if we take character into account. We do that much too little in pedagogical eurythmy because it is not so important in artistic presentations, but it is much more important in pedagogy. If you have seen the eurythmy figures, you will have noticed that we differentiate between movement, feeling, and character. In movement and feeling, which you have taken into account almost exclusively, things are going well. However, character has not permeated eurythmic movements to any great extent. That is natural because it has no great importance in artistic eurythmy that is viewed by others.

In contrast, the character of a movement should be a significant part in pedagogical eurythmy. A person doing the eurythmy should feel how a movement or position flows back into their own feeling. For example, such a person should feel the pressure of one limb upon another in a eurythmy movement and how that pressure flows back into the center of the body. For that reason, I colored the eurythmy figures so that it would be clear. You will find three colors in all the eurythmy figures. One is for the movement, the second, which is like a veil over the first, is for feeling, and the third is for character. For a person doing eurythmy, it indicates the specific part of the body where the muscles should be tensed, and the feeling that muscle tension should produce. That is part of the life of eurythmy within the form of the body.

The students have asked if we could present the figures during the pedagogical week at Easter, so I will bring them here. We should have such a series here. The Waldorf teachers should study those figures because they are also important for a more psychological physiology. The Waldorf teachers should study them to gain greater understanding of the human organism. At the same time, they can form the basis of a more general feeling for art, for a greater understanding of the inner aspects of the human organism.

We can, therefore, say that the gymnastics teacher should have an idea of the spiritual relationship of statics and dynamics in the human organism. The gymnastics teacher should have a clear picture of what it means to raise a leg or to drop an arm in relationship to gravity. On the other hand, the eurythmy teacher should have a strong feeling for what will develop the limbs sculpturally. It is incorrect to say that the gymnastics teacher is like a sculptor. That would be true for the eurythmy teacher. The work of gymnastics teachers is to picture an ideal human being in terms of lines, forms, and movements to which they must develop these lazy, sloppy people they have before them. You were certainly correct when you mentioned how children should carry themselves. Whereas the eurythmy teacher should work so that the muscles feel themselves, feel how they gain strength through the character of the movement, the gymnastics teacher should feel how people can properly perceive the heaviness or lightness of a limb. The child should learn, not through reason, but instinctively, how to perceive the lifting of an arm or leg in relationship to gravity. Children should, for example, develop a feeling for how their foot becomes heavy when they stand on one leg and lift the other.

The task of the gymnastics teacher is, therefore, to place the dynamic ideal human being he or she carries in his or her soul into another person. Of course, the artistic must also play a role, since we can realize human statics or dynamics only through artistic feeling. Whereas, artistic feeling plays a major role in eurythmic sculpturing, it must precede the forms the gymnastics teacher creates statically and dynamically.

Concerning the question of breathing, it is significant that eurythmy lies closer to the breath, whereas gymnastics lies closer to the blood process. Aside from the fact that the tempo of breathing increases during the course of the exercises, something that is a physiological process, it is important that we should develop gymnastic technique in such a way that it does not affect the breathing process. We could call a gymnastics exercise incorrect if, while maintaining the proper physical position, the exercise negatively affects the breathing process. We should exclude those gymnastic exercises that disturb the breathing process, even though the body is properly held. Now that I have seen everything you are doing, it seems to me that all the breathing exercises in modern gymnastic methods are directed toward maintaining proper posture, and that breathing is treated as a reaction. I have noticed that all the things presented are directed primarily toward creating proper posture, at least to the extent it is expressed through the breathing process. That is something Swedish gymnastics for the most part takes into account. That is what I want to say about that.

In gymnastics, it is important that we take the will into account. The teacher must, therefore, whether instinctively or intuitively, live directly into the connection between movements of the body and expressions of the will. The teacher must have a feeling for what the connection between movement and will is. In eurythmy, there is also a development of will, but one that uses a more indirect path through inner feeling and occurs at a level where will is expressed through feeling. That is what I just referred to as character, and it is the experience of feeling in an act of will. The gymnastics teacher works directly with the act of will, but the eurythmy teacher works with experiencing the feeling in an act of will. You can see how there is everywhere a very strict separation and we need to take that into account when developing a curriculum. Perhaps we cannot immediately do that, but we should certainly see it as our ideal. Then, from these two things we will clearly see why it is much easier for girls in eurythmy and for boys in gymnastics. Things are more clearly differentiated with boys. For that reason, we will, in fact, have to allow the boys and girls to do their gymnastics in the same room, but in different groups. The girls can form a group for themselves and do those exercises that create a relationship between them. If we do such exercises that are modified for boys and girls, they will enjoy them more.

I think we will see that when we discuss the curriculum in detail. That is also true of the differences in age.

Concerning exercises with equipment, I would like to remark that we could modify the form of the equipment and make it more appropriate. In that way, at least to an extent, we can make the most common pieces of equipment not quite so bad, so we can do something with them. Although I do not want to be fanatical about this, I would also like to see that we have no climbing poles, but I don’t want to complain about them too much.

Those people who have observed what boys in the villages do when a tree is brought from the woods and placed atop a pole on a church holiday will know how valuable such climbing poles can be. Up there, a few branches remain with a small kerchief, a piece of candy, or maybe a small bottle of wine, and the boys have to climb their way up to that little tree attached to the top of the pole from which the bark has been removed. The victor is the boy who brings it down. That very strongly connects the activity of the will to the nature of the body. We do this same thing artificially with a climbing pole. It is certainly better when the children have to learn how to climb a rope. The pole has a rather limited significance in gymnastics, I would say, but I do not want to completely remove it. With the parallel and high bars, with the horse and so forth, if they are properly used, you can certainly gain something from them.

I also agree you should do the exercises, at least to an extent, by combining the different pieces of equipment, because that emphasizes what equipment exercises should achieve, namely, more presence of mind. That has a secondary effect of also strengthening the muscles. The children thus develop proper strength and elasticity.

I also agree that the high bar should be more prominent, and that it will gain that through a kind of observation, not an observation with the eyes, but through bodily feelings. One useful exercise would be to have the children swing so they must then catch the bar. They would need to hold themselves in the air. That is only an example to give the direction I am thinking of. It could be done with the hands or also with the entire arms, but the movement really becomes significant only if it is done with the arms. You could, however, allow the children to begin with their hands.

These things that allow the children to feel the device with their entire body can also give them a greater sympathy for the equipment. That is particularly true with the high bar when the children learn to work on it with their legs. You could combine exercises with the high bar by first having them do what I mentioned above and then having them “walk” the bar with their legs dangling.

All that simply gives the spirit of the direction. I don’t think I need to speak about dead equipment and simple routine. That is the way things were, but things do not need to be routine when we emphasize this way of experiencing the equipment. The children can use their legs in wonderful ways on the bars.

I completely agree with what you said about games and sports. Our gymnastics should lead to what you described.

We want to discuss the gymnastics curriculum at the next opportunity. Then, we will also consider the temperaments at various ages.

The school doctor: Some of the anemic older girls often become tired easily.

Dr. Steiner: This is where the pathology and therapy of gymnastics begins. What you have termed “gymnastics pain” arises because the process between the blood and the muscles in such children leads to the crystallization of uric acid. What is important is that we combat this nearly inorganic metabolic process through diet. That is, of course, a task only when we see that gymnastics tires the children beyond a certain degree. At that point, we need to try therapy. Through gymnastics we can most easily see whether a child is healthy or not. If you wanted to determine whether someone will have gout in three years, you could have that person do some physical exercise, and if he or she shows some kind of gout-like feelings, that person will most certainly have gout within three years. Today, when children are so malnourished, many of them will have such symptoms because the process between the blood and muscles no longer functions properly.

I would like to take this opportunity to ask you to do something. Mrs. R. gave me a donation. I have discussed the matter with her, and these million Marks should be used to start a fund so that something can be done about the children’s nutrition. I would like to see these million Marks she gave used to improve the children’s health. We should create such a fund, and this could be its foundation.

A teacher asks about how to occupy the children during breaks and on field trips.

Dr. Steiner: The question of children’s play is certainly appropriate. We should not overdo play since it could soften the children. It is valid to object if there is insufficient time for play, but we could also make a valid objection now. Nevertheless, I would say that it is not sufficient to speak just about play. When the children need a break, what is important is to allow them to sit. First, they need to sit and eat. They need to be able to occupy themselves with that, but quite consciously and with real appetite. When they have fully satisfied their hunger, you can allow them to play, as you have done. If you lead this activity, you must try to see to it that they eat as slowly as possible, so that they use the time available for eating to savor every bite.

Games where the children just crawl around are not very good. Children’s play should require their attention, and their games should offer them some enjoyment. What you have described gives them some enjoyment because of their anticipation. Amusement is necessary in games. You also need to be sure the children drink, so they have fluid throughout their bodies before you continue the field trips. There is no harm in allowing them to drink when they sit down during a break. During the break, they should begin with eating, and drink at the end. The time in between should be amusing, so that their souls are occupied with anticipation, with solving a problem, with excitement or disappointment. That is how we should include the element of entertainment. What you are doing now is simply boring. Sports are not particularly exciting, they are actually boring. In games, we need to avoid being like the English. Our games should not be influenced by the West. They should be healthy, entertaining games.

I certainly do not want to imply that the old games are very good simply because they come from older times. They need to be replaced. Blind Man’s Bluff or such things are the right thing. Or, A-Tisket, A-Tasket. In other words, games that do not require a lot of effort, but that are amusing. When the children are resting, they should first have something good to eat. I would also have them stretch, or perhaps sing. After they have played for a while, they could sing, have something to drink, and end the break.

A teacher asks about marching and singing.

Dr. Steiner: These military or war-like games can be done in a healthy way if they are done artistically. What was done where I grew up was pure nonsense. Someone composed some sentences, and then two from the group of children shouted out one sentence. The others standing further away could no longer understand what was said. We need to drop things like that. On the other hand, if we connect something genuinely rhythmic with walking as a group or with marching, that is quite proper. When art plays a part, you can allow people to do something as a group, allow them to think together, or something of that sort. It is important that there is no fooling around. Playing Cowboys and Indians and so forth is healthy if it is done with spirit. We can differentiate among all those things, between play at the right time and sport. Healthy play occupies you with something you enjoy because of the movement in healthy thinking and feeling. Sports are so bad because you simply move without any thinking, and thus become lazy in your thinking. People want to do things so they do not have to be mobile in their thought and feeling. It would be good if we could remove from our bodies those things that exist in the English-speaking world due to their belief in sports.

A question is asked about cooking outdoors.

Dr. Steiner: That is good to do since it extends mealtime, that is, it extends the time used for eating. There is nothing better. When you take the children outside, you should extend their mealtime during rest period as far as possible. It is best if you make them as uncomfortable as possible, so that they have to make some effort.

A teacher: Should we have swimming in school?

Dr. Steiner: That would hurt nothing and could be quite good. However, I think that for technical as well as scheduling reasons, it would not be possible. We need to do what is possible under present circumstances.

The gymnastics teacher: Could we arrange to have showers?

Dr. Steiner: That would be good. The only problem then is that when it becomes known that a child is lacking in that area, then people think that the child has to be bathed. If we had showers, we would have to avoid that kind of negative thought, but that is, of course, often difficult to do. If we had a boarding school, we could do all sorts of such valuable things. I have, however, found no way of avoiding such negative thoughts. We should see to it, however, that the children come to school properly dressed and washed. There would be no negative opinions if we required children to come to school clean and well-kept. In such cases, there is sometimes something pathological present. There are people who cannot avoid looking dirty and smelling bad even when they are washed. I would agree to having showers, but we would have to find some way to connect it with a moral perspective.

A teacher: Should I take up Virgil in Latin? Perhaps the Fourth Song of the Aeneid.

Dr. Steiner: That would be very good if you could connect it with other things. Very good indeed.

Dr. Steiner: We want to take a look at how things should run.

They decide upon a provisional assignment of subjects for the coming school year.

Dr. Steiner: We have always divided the subjects beginning with the ninth grade, so that the ninth, tenth, eleventh, and twelfth grades have separate subjects. We have had some difficulties in that regard, and I would ask you to look into them. We are still missing eight hours of ancient languages since we are missing one teacher. Tittmann is coming to teach modern languages. If possible, I would like to have Dr. Lehrs teach mathematics and natural sciences for the higher grades. I think that Lehrs could also teach Latin for the lower grades. He has much goodwill and is also very capable in mathematics and physics, so I think he will do well here.

We have still not decided upon the 1a, 1b, and 3b classes. Miss Bernhardi could still take over one of the lower grades, and we are also considering two other ladies. For the upper grades, we will need to find some way of unburdening the teachers. In any event, we will still have Tittmann and Lehrs.

Now I can think about other things. In handwork, I am thinking of Miss Christern. Mrs. Baumann will not return until fall. Mrs. Fels will continue with her class. The question now is whether the one more teacher can handle remaining periods.

Marie Steiner: I would suggest Miss Wilke.

Dr. Steiner: She could teach for the time being and replace Mrs. Husemann who had been substituting for Mrs. Baumann.

Aside from the question of scheduling, I would like to know if there are any other wishes.

A teacher: The twelfth grade are anxious about their examinations.

Dr. Steiner: We still need to discuss the schedule for the twelfth grade. It would be good if someone got a description of the standard college preparatory teaching goals for the twelfth grade. I would then arrange the class plan so that we could promise people—of course, they could always fail, we cannot guarantee anything.

The difficulty is that there is much too much lecturing, and in spite of the fact that we have often discussed this, you are still not having the students participate enough. We therefore need to be certain that the students in the twelfth grade participate more. We cannot say they are incapable, but what they have learned doesn’t stick to them strongly enough for them to get past their anxiety about the upcoming examinations. They cannot get past their anxiety. Those wonderful lectures are quite nice for the students, but they do not retain them.

It would be a good idea if you gave me the standard teaching goals for the eleventh and twelfth grades when I am here tomorrow, so we can see how things actually are. We need to see if we can help the children past their anxiety.

We have no reason to have a thirteenth grade as they do in Bavaria. Imagine the problems we would have if we had to say we needed a thirteenth grade.

I don’t think the question of the examination problem will change. We will, however, have to limit our lecturing and allow the students to participate more.

A teacher asks about admitting the students to anthroposophical lectures.

Dr. Steiner: The school cannot possibly state it agrees with that. It would be difficult to keep them out according to the Society regulations, but this must not be a school question. The school could even raise an objection.

It is not a good idea that they attend Society lectures without being members. Earlier, very young members were also accepted. It is a shame the Waldorf School cannot raise an objection, since it is actually nonsense for the middle-grade students to attend the lectures.

Marie Steiner: It seems that some of the children have witnessed the self-destructiveness present in the Society. It might be possible for the Society to object to their presence.

Dr. Steiner: It would be best if such young children did not attend things not intended for them. In the Waldorf School, we assume they do not do such things, but if we forbid it, there will be a revolution. We need to assume that the children are so occupied by the Waldorf School that they could not possibly meet the learning goals if they also attended other lectures. That is an obvious perspective. We may expect that Ch. O., now in the first grade, will be listening to anthroposophical lectures. Part of the regulations of the Anthroposophical Society is that only adults are accepted, and minors are accepted only with the approval of their parents.

Marie Steiner: How can children who are not members get in? At occasions such as this, we can certainly see how idiotic that is. It is disastrous. This is impossible.

Dr. Steiner: The school should advise against it and we need to have at least enough connection with the students that that has an effect, but we cannot simply throw out those who are already members.

A religion teacher: We are introducing the 8a and 8b classes to the Youth Service. H.R. and L.F. would like to be confirmed in the Christian Community, and that is also their parents’ desire.

Dr. Steiner: That does not concern us here. Those children who participate in the Independent Religious Instruction can be confirmed there when they have reached the required age. It is, of course, also possible that they do not want that, but if they do, why shouldn’t we allow them to participate? If they do not want to, then they do not need to. But if they want to participate in both of the youth services, we can do nothing about that. There isn’t any real difference. It’s all the same to us what occurs there. In the end, what is important is whether the children want to participate in the Sunday services. We can leave it up to the children whether they want to or not. We cannot require them to go to the Youth Service. The answer to the question is obvious. We cannot discuss it. We have no reason to negotiate with the Free Religious Movement. We can do what we want, and they can do what they want. The children would then have it twice. I have always understood that we do not need to worry about it because it is a question for the Free Religious Movement. We cannot stop parents from sending their children there to be confirmed. Religious instruction is not obligatory. We cannot make any draconian rules. The children will certainly stay away if we make draconian rules. Someone might participate in the Independent Religious Instruction without going to the Youth Service, but not the other way around. That girl can certainly participate in both. If she does not do something, it would not be good if she went to our Youth Service, but perhaps the father doesn’t notice that at all. It is the parents who are responsible, not us.

A teacher: One girl occasionally faints at the Sunday service.

Dr. Steiner: We should do it twice, one for each half of the children. A teacher: The tenth and eleventh-grade children could come to the sacrament. Should the ninth-grade children also participate?

Dr. Steiner: Yes, they can. We can divide the Youth Service by class. Mr. Uehli will be the main celebrant at both.

A teacher: Should B.B. receive additional instruction? Also, N.N.?

Dr. Steiner: This all began last year. Is it possible he could be handled alone? Perhaps he would realize he is not really very nice at school. Perhaps we could give him individual instruction for the remainder of the year. It looks as if that would have a purpose, but only if we were to make it so that he realized he had done something wrong here at school, so that for the weeks until Easter, he has to attend such a class. I think that he is really a very nice boy, but he is asleep. In this way, he may wake up.

There are a lot of new bright children around. The question is whether they are really so bright when you ask them to do something. Concerning N.N., he is not very good in handling money. B. needs individual instruction. I will take another look at these two boys.

A teacher asks about two students in the fourth grade who are completely incapable in foreign languages.

Dr. Steiner: We could ask the parents if they would forego the language class. That is something we could ask parents. In fact, that is something we can generally do for the children in the remedial class.

A teacher: P.M. in the fifth grade cannot add.

Dr. Steiner: We could ask the parents if they would allow him to repeat the class.

A teacher: L.B. has been mistreated and is afraid.

Dr. Steiner: Treat her with patience.

A teacher: A girl in my eighth-grade class has only attended a country school in Silesia.

Dr. Steiner: We will need to carry her along. She should remain in the class, and she will find her way.

This meeting took place following the Pedagogical Conference.

Dr. Steiner: The first thing I would like to say is that we can be deeply satisfied when we look back over the previous years. The conference was extremely satisfying. The way the Waldorf School was described, the way the various subjects were presented, the way individual speakers gave their presentations, made the conference very good both inwardly and outwardly. The conference most certainly made a great impression upon the visitors. We will undoubtedly overcome the difficulties we confront, particularly the financial difficulties, through presenting such conferences, if we can just hold out long enough to reach as many people as possible.

We certainly need to be thankful to all those who worked to make the conference such an extraordinary success. We need to recognize the significant efforts you made for the conference in spite of all the work you have to do in the school during the year. I only hope that you are not too tired to make this new school year just as good as the ending of the last. You can, of course, assume I fully support everything you have done. I particularly want to thank the people who organized the conference for their enormous work. I think the entire faculty needs to be very thankful to those individuals.

There are two things I believe are important to say now. I want to mention them to the extent that they are appropriate within the faculty. The first concerns general anthroposophical activities, and the second relates to what I believe may be important for future conferences. Nevertheless, I want to expressly emphasize that this past conference was extraordinarily successful.

The first thing I would like to say is that if we want future conferences to be successful, we will need to really understand what is going on in Stuttgart when such a conference is held. In particular, we will need to understand what happens within the Anthroposophical Society itself. If we do not understand the environment in which we live, we will run a certain risk. The Waldorf School did not create this difficult situation, but in the future we must see that the school reaches an understanding with the Society so that if the majority of participants at our next conference are anthroposophists, they will not be in the position of having no opportunity to hear anything specifically anthroposophic. That is, we must avoid having people travel a long distance to a conference where nothing is said about Anthroposophy. This completely ignores the anthroposophical movement as such. That situation clearly formed the background and significantly affected the whole conference, which was itself the result of enormous effort and sacrifice. It would, of course, have been an enormous advantage had someone asked for a specifically anthroposophical session during the conference.

Of course, the anthroposophical committee (actually, there are two) gave no thought to the fact that such meetings would be entirely appropriate, even though they knew a large number of anthroposophists would be here. You should have no illusions about that. A large number of people came with the justifiable expectation of meetings more connected with anthroposophy, an expectation that would be unjustifiable if the conference did not have an anthroposophic background.

You will find genuine supporters for the Waldorf School only among people who understand anthroposophy. You should not expect that the impressions of the moment will have any lasting effect on others or that this conference will not give rise to opposition, which will then be unloaded on me. Even the most wonderful conference, if we forget such things, will give rise to opposition that will be unloaded on me. Things will be better in such cases if we are careful to create an understanding within the Anthroposophical Society. Then we could show that anthroposophy exists within the school, but because of its nature, anthroposophy does not tend to turn what it creates into something specifically anthroposophical. Anthroposophy exists to make something more generally human.

Dr. Schubert emphasized that very well. If you create wonderful rules and find them to be very valuable, but then put them over a hole, you will soon find that those rules no longer exist. That is what we do not consider. We create the most beautiful things, but they exist without any foundation. The foundation must be the anthroposophical movement. We are slowly coming to the same place as the old Austrian empire when the various realms disintegrated and the empire no longer existed. We are faced with the absurdity that there are two newsletters containing absolutely nothing. We face the danger of the Anthroposophical Society disintegrating into a number of individual movements. We face the danger that we will have the Waldorf School, The Coming Day, and so forth, but no longer an Anthroposophical Society. In that situation, there will no longer be any interest for our movement as a whole.

We can be polite to school officials, but you should not expect any success through them. If you believe they can be a source of our success, you are creating an illusion for yourself. That is just the problem, we create illusions. That is something we should not do, or else one day we will find the most beautiful forces poised over a hole. That is something we must avoid, something we must seriously consider. We should not limit the future of the whole movement by allowing the brilliance of such a conference to blind us.

I would also like to mention that in the future we must avoid emphasizing the negative and critical aspects too strongly. The first mention will not have much influence because the people who heard it will soon forget it unless opposition was lying dormant in their souls. That negative aspect existed in even the best lectures, and is something we must significantly reduce. I am certainly not against hitting people with a sledgehammer, but we should avoid being negative. Dr. N.’s lecture was filled with negative examples. Such things eat away at people if they hear them repeatedly. You spoke about experience in history, but then argued horribly against documents in connection with Herman Grimm. Grimm often stressed that we can speak about history only to the extent we have material about it. If you tell people they should base history upon inner experience and ignore documents, they will object, saying, “What does this Dr. N. know about history? He never even studied it!” Then, what you said simply collapses. (Speaking to another teacher) On the next day, you had to show that you do use documents.

In such cases, we certainly need to place documents in the proper light. You can tell people only that we must first illuminate every document. The sun that sheds light on a document cannot come from the documents themselves. If you throw the baby out with the bathwater, you give people new points of attack at each step. Without documents, you cannot do the least thing in history. You can do nothing unless you develop a counterpoint and show that each document has its proper value only when properly illuminated. Such negative situations are enormously detrimental because they continue to grow. It was quite good that you (speaking to another teacher) corrected the situation in a mild way. It was necessary to say that an error had occurred, so that you could present the whole thing as a complete picture. It needed to be corrected from a different perspective. You seem to have been quite near, but could not say something positive about the documents. You should have done that.

Another thing that was a kind of error was to try to enliven the discussion of religion in the lecture “The Artistic Element in Religion Class.” You didn’t say anything in the lecture about the artistic presentation of religion, so the title was not justified. You didn’t connect the discussion about teaching religion with that. Such things simply have a negative effect.

We must make a serious effort to avoid such negative situations. I intentionally wrote an essay about Richard Wahle because I wanted to show how the Anthroposophical Society should interact with the rest of the world, both verbally and in writing. I wrote that essay to illustrate the attitude we should have. When you read the essay, I would ask you to recognize that it handles the question of how we should orient ourselves when working with people in the world outside.

We have to take the positive things into account also; otherwise we will never get past our illusions. It is destructive to work with illusions, and we cannot permit ourselves to be devoted to them in our judgments. We need to be clear that we can move forward only through people who come to us as spiritual virgins. We can move forward only with such people. If you think all of your politeness can change the opinion of a school official, then you have one of the strongest illusions, one that can be terribly harmful. It is important that you keep people’s good intentions, but have no illusion that they will help you. At best, they may help in externalities by not forbidding that you do something. We might summarize the school officials’ impression as, “Things are not so bad at the Waldorf School. It, of course, represents things we believe in.” If you think that opinion is true, then we should close the Waldorf School tomorrow. It would not have been necessary to have started it at all.

You must have no illusion. It is easy to criticize. You do not need to avoid criticizing, but you should allow the criticism to result in something positive. It is important to use these things we learn clairvoyantly to illuminate these things that approach us from outside. If you understand the intent of Truth and Science, you will find that reality lies in the interpenetration of perception and the results of human activity.

Well, that is what has happened recently, at least to the extent that the Waldorf School is affected, and I want to do everything to bring our movement forward. What we need, however, is some kind of communication with the central directors, in the normal sense of the word, about anthroposophical work. That is slowly disappearing in spite of the fact that important members of the committee are on the faculty. You seem to forget you are anthroposophists the instant you become Waldorf teachers. That is not acceptable.

The major failing of the conference was that no one thought of doing something for these anthroposophists who had traveled here from afar and to whom we should have brought something more anthroposophical. It is very curious that we are approached from all sides to convey something about anthroposophy. It is really so; I couldn’t take a step without someone saying something, and those who volunteered to direct such activities did nothing to meet the concrete wishes of members of the Society. On the contrary, they did not even take their own wishes into account. They certainly have wishes themselves. That would change immediately if the various streams, such as the pedagogical, suddenly shifted toward the other side. Now that we have finished the conference, we need to be conscious about taking that into account in the future.

A teacher makes a remark.

Dr. Steiner: Now we need to make a final decision about the classes. The main problems are the 1a and 1b classes. Before Miss Hofmann can continue her work here in the Waldorf School, she will need a year to recover. She cannot use her strength here until she has recuperated for a year. I therefore propose that Dr. von Heydebrand take over the 1a class. I believe that is also her desire. I think we can resolve such problems in this way. The question of who teaches the classes needs to be considered by the whole faculty. I would ask that you say everything you have to say about who teaches each class, both for and against. In the case of Dr. von Heydebrand, there is, of course, no “for” or “against.” Everyone will be happy if she takes over the 1a class. Are there any proposals for 1b? I ask that all of you say what you have to say, since the faculty as a whole needs to agree with who teaches each class.

There is some discussion about Miss N.

Dr. Steiner: Much of the problem lies in the fact that you cannot speak. You can never teach in that way. You really need to get used to the idea of taking a course in speech. You did not complete last year because of the way you present yourself, how you used to present yourself. You cannot speak. When you stand in front of the class that way, you will never finish.

Z. says something about that.

Dr. Steiner: That is true for many. Mr. Z. does not understand that because he has developed a language for himself that works right down into the fibers. You should not underestimate what a difference working to develop your speech makes. If someone does it instinctively, as you do, and it is certainly positive that your voice is so effective, then you should not be surprised that the subject comes up here. Miss N. will have difficulties as long as she does not accept the need of taking a course in proper speaking. (Speaking to Mr. Z.) Your speech carries, and so much depends upon the speech. (Speaking to Miss N.) You will see that you will have a completely different attitude after you have taken some instruction in speech. The one you have now gives the children the impression you are a dried-up old lady. That is what is important. Mr. Z. makes the impression of a lively young man. Why shouldn’t we say such things? So much depends upon these things in pedagogy. You need to get used to them if you are to make any progress in putting aridness aside.

If you took some good speech instruction, you would not have as many colds. I am not at all surprised. Do not underestimate the hygienic influence proper speech can have. Being able to speak properly is very significant. As long as you cannot use your organs of speech properly and one thing runs into another, as long as you do not properly cultivate your organs of speech, you will have colds. I think it is terrible that so many of you have colds. If people would properly “onion” themselves by learning how to speak, colds would disappear.

Marie Steiner: Proper speech often helps getting past colds, but not always.

Dr. Steiner: Well, the fact is that we really need to do something in this direction. I don’t mean that in a moral sense, but aesthetically. There is a discussion about whether Miss N. could or should stay at the Waldorf School. Some of the teachers object to her teaching.

Miss N.: I would find it most valuable if you, Dr. Steiner, would say something.

Dr. Steiner: I already said what I think. If things continue in this way, then we will have enormous difficulties. I would like you to recall, however, that what happens to A could also happen to B. I think that if we continue with this depressing way of looking at things, we could close.

The general opinion has been that I should select the teachers. We should continue with that, but now the problem is that although that opinion has not changed in fact, it has changed in feeling, in how we look at the situation. I may have to pose the question now of whether the faculty members want to select the teachers themselves.

On the other hand, today’s discussion has not changed the fact that it may be better if you were to go to C. I think that might be better. It is not easy to overcome such a mood. That just occurred to me.

It is too bad. How can we make a decision when you want to discuss everything within the faculty? This could happen to anyone tomorrow. In deciding who will take a position here at the Waldorf School, there are so many things to consider that are no longer the same thing when they are spoken in words. It is really very difficult to do when things are said such as, “A person is completely unfit to teach a class.” That is something that could happen to someone else tomorrow, and should not happen here. One such case is enough. It is terribly sad that we have even one such case. I do not think it is completely unfounded, though. Miss N. has been unable to gain the sympathy of a number of colleagues, not just in the question concerning her class. That, however, could happen to any of you.

For those who have experienced the things I have, this may be an interesting story. In Vienna there was a lecturer, Lorenz, who was appointed as the rector, and who then gave a speech about Aristotle’s view of politics. He was now God. His predecessor was a theologian. The assistant rector was very much disliked for a speech he had given in the state assembly. The students decided to stamp him out. This situation was now presented to the rector for a decision. Lorenz went into the class and was greeted with, “Rise.” He said, “Gentlemen, your ‘rise’ is quite insignificant to me. Your ‘rise’ is quite unimportant to me after you have trampled out a man who, regardless of his political opinion, is such a scientific great, someone standing far above me.” Then the students shouted, “Die, Lorenz!” You can learn a great deal from this story. The question is, therefore, who will take over the 1b class. Perhaps we should leave it open for now.

Dr. Steiner reviews the teaching schedule for the 1923–1924 school year and makes a number of decisions.

Dr. Steiner (speaking to one of the teachers): You need to go on vacation for a year. I cannot take the responsibility for your taking a leave due to illness and then reappearing here shortly afterward. When you have been as sick as you were, then you were so sick that I would ask you to go on vacation for a year. Since you participated in the pedagogical conference, it is clear you could have waited to take your sick leave. I am affronted by the fact that you went away and caused so much confusion, then returned and participated in the conference; I cannot say I have very much trust that you will be able to take up your teaching at the beginning of school. I can only suggest that you take a year off. The whole thing is a ridiculous situation.

I have to say that from my perspective, the situation was such a major disappointment that I no longer believe you will be able to teach successfully. This is not a severe rebuke. The work here in the Waldorf School is not a game. We cannot allow people to take things lightly.

You can see that it is not easy for me to take up a second case. Of course, we had to bow to health, but then you must want to become healthy again. It is not a harsh decision to ask you to go on leave for a year.

Anyone can attack me through their personal ambition. Everyone can trample around on me. Those are things I don’t discuss with others. Before 1918, I did not need to speak in that way. Things are terribly misused. This is no harsh rule. It was enormously foolish for you to come again. You really need to gain some strength, and you should not undertake such foolish things again. Were you to continue to teach as you have, I could have no trust. The events have shown that you needed to leave, but then you come back at a time when it is silly to return.

I know those sayings. When people want to come to such a conference, they say it is terribly important. You need to be clear that I can do nothing more than say you need to recuperate for a year. I do not understand why you find that so difficult. You need to get used to undertaking things conscientiously and to feeling responsibility, and not simply skip recuperating because you want to hear certain things now. If you have something important to do, you should also be careful with your health. I am saying that in a very decent way and have good intentions toward you. Nevertheless, you need a year’s leave. (Speaking to one of the upper-grade elementary-school teachers) There is a tremendous amount of dissatisfaction with you. A whole group of parents think that you are rude and that the children cannot handle the way you present yourself. That saddened me because I thought the way you taught botany was very good. It is difficult, because people do not see that things come from various directions.

A teacher: I will try to improve that.

Dr. Steiner: I think you should not be too childish in the way you present things to illustrate the subject. It seems to me that you underestimate the children’s souls. You do not live with their souls at the stage in which they now exist. You need to teach without presenting things too childishly.

I wonder if we need to change things in the ninth grade so that we no longer have the normal main lesson. The eighth grade is really the last year of elementary school. In the following grades, we change teachers. It is a question whether we can continue. Let’s take a look at the teachers.

Dr. Steiner discusses in detail the teaching schedule, the subjects, and the class schedule.

Dr. Steiner: In the upper grades a thorough review of mathematics would be included in main lesson. Two hours would be enough for that. If the mathematics teacher takes over the main lesson, then we do not need more time for review.

(Concerning a new teacher) X. will come and be integrated here so that he is not ruined by having to go through the Stuttgart system. It would be good if he could jump in wherever we need a replacement in academic subjects. First of all, we would then have a substitute teacher, and second, he might effectively take over teaching academic subjects in the upper grades. He would have to be guided if he were to take over such a class. We could achieve some kind of relief if we used him to continue what was introduced by one of you teaching a core subject. Otherwise, we could not develop new teachers. This is something that might work well. The problem with these subjects is that there is not enough time for preparation; the teachers are simply not well enough prepared. That is the situation. We can only improve that if you are relieved.

I would like to have X. here for that reason, but there is an additional reason. X. may really achieve something someday. I don’t see that the Research Institute is in such a condition that we should send him there. If we did, he would only stand around. We cannot afford to simply throw young people away when we can include them here. He will do something. That needs to be our standpoint, as then we can properly fill out the positions for teaching academic subjects.

A teacher says something.

Dr. Steiner: (During the discussion concerning hiring somebody to teach humanities) Could your wife take over teaching the humanities in the ninth grade? I have not proposed that as yet, because I thought she had too much to do with the children. We cannot allow it to become common that man and wife are both employed here. When the children are no longer in diapers, it would be a good idea if she could take over literary history and history.

We need to fulfill other conditions when we are under the pressure of having to prepare the twelfth grade for their final examinations. In that case, the teaching has to be very concentrated. We will have to take up the question of final examinations soon. We will have to ask the students questions in such a way that they can easily fail.

The best thing would be if we were in a position to work only with those students who really want to take the final examination. This final examination question is really a burden for us, but there will probably not be very many who really want to take it. Are there many girls who want to take the final examination?

A teacher: In the other upper grades, there are many who want to go into eurythmy.

Dr. Steiner: Then they should not take the final examination. When the eurythmy school is halfway established, we will have to form eurythmy more completely. It cannot remain the way it is now, but will have to be more completely developed. When someone wants to become a ballet dancer, she must undergo training for seven years. We also need to have some supplementary subjects. In time, it will be absolutely necessary to have a genuinely human education there. Related arts such as dance and mime will also have to be taught. If the eurythmy school is to be successful, we must develop it further. Such training will most certainly need five years. We cannot afford to just wildly produce eurythmists. Those who are later to become teachers certainly need to have a complete education. They need to know something about the human being, also. They will need an education in literary history, for example. Slowly, we will have to develop a proper curriculum.

The question now is whether we could free those who are to become eurythmists from those classes they do not want to take. They could then go over to the eurythmy school and learn there.

It would be best if we did not split the curriculum at the Waldorf School with eurythmy. We would have to do things so that when there is a split, those who are moving on would not take the final examination. That is, those who want to have further education in art could not take Latin and Greek.

A teacher asks if the twelfth grade should learn bookbinding and working with gold leaf.

Dr. Steiner: It would be wonderful if we could continue with that.

Dr. Steiner: I think it would be good if we took care of the formal things today. If there is still something to say about the beginning of school, it might be better to do that after we have taken care of the formal things. We will probably need to meet again tomorrow to speak about the beginning of school from a more spiritual perspective. Today, I think we should try to take care of the various needs that have arisen from the faculty.

The classes and the foreign language classes are assigned.

Dr. Steiner: The question now is if anyone has a particular wish regarding these assignments.

Changes are made to meet some expressed desires.

A teacher: I would like to ask if we can define an order of presentation for art. I thought that I would begin tomorrow in the ninth grade with those things connected with the curriculum as a whole, that is, related to history and literary history. I want to show how art arose from mythology.

Dr. Steiner: It would be good to bring the art class into step with history and literary history. You could try to make a transition from Germanic mythology to art and then remain with that for a time. Then, perhaps you could show how the Germanic myths reappear in a different artistic form as aesthetics. You could certainly show, for example, the connection between Dürer and German mythology. They are fifteen-year-old children. You could use this as an occasion to show how the old Germans painted their gods just as Dürer painted his figures later.

You could then go on into the tenth grade, since the curriculum depends upon the previous year. In the tenth grade, we have Goethe’s poems and style, and that can stay. In the eleventh grade, summarize music and poetry.

Dr. Steiner confirms the teacher’s understanding about art instruction in the previous grades. The same teacher now proposes artistically treating what is done in the twelfth-grade German class, literature beginning in 1740, in preparation for the final examination.

Dr. Steiner: Then, we would no longer need a special literary history class. We need to see to it that the students learn the things they may be asked. In connection with modern literary history, they will certainly be asked about things that began with Gottsched and Bodmer and what followed them. German and art class can certainly cover the same material.

In order not to make compromises, I think it would be good to recognize that a large number of Goethe’s works are based upon impressions of paintings, and also that we can trace back much romantic art to musical impressions. Try to develop how the arts are intertwined.

An essay by Burdach, “Schiller’s Chordrama und die Geburt des tragischen Stiles aus der Musik” (Schiller’s choral drama and the birth of the tragic style from music) in the Deutschen Rundschau (German review) is mentioned.

Dr. Steiner: Burdach’s research has a problem in that it has an underlying tendency. He wants to show that somehow certain themes arise out of some primal forces, and then he follows them further. This is really very contrived. Schiller was certainly not as dependent upon earlier streams as Burdach claims. We certainly cannot ignore Schiller’s dramatic experimentation and the fact that he created a choral drama after many attempts. In Demetrius, he created a romantic drama in a style much like Shakespeare’s. You cannot ignore the details Burdach cites, since they may be useful. However, you will probably arrive at a different conclusion, probably that Schiller would have created something quite different from The Bride of Messina had he really swum in that stream.

That essay belongs with the series of things Burdach has produced. He has an idée fixe. He wants to show that a theme arises out of a subhuman source. All these things are similar, so you need to be cautious with Burdach. He also wrote other things where he derives the minstrel from Arabic provincials by finding the original impulse in the middle of the Middle Ages and using it as the beginning of the literary stream. Faust and Moses also belong in this group, as do Shakespeare’s dramas.

A teacher speaks about his tenth-grade class in Western history and Middle High-German literature.

Dr. Steiner: You need to do that harmoniously. Even if you do not like the material, we have to begin with what you have already done as a basis. There is nothing from the present we could use as a basis. We have to use an older historical picture as our basis and then present our perspective as history. Couldn’t you use Heeren as a basis? You could just as well take Rotteck, though he is a little bit old-fashioned and one-sided. It would also be good if you brought out the correspondences with artistic styles. Young people today could learn a tremendous amount if you were to read some chapters from Johannes Müller’s Vierundzwanzig Bücher allgemeiner Geschichte (Twenty-four books of history) with them. That is historical style, almost like Tacitus. Such attempts to work in a unified way have been made time and again, something that needs to be renewed from our perspective.

If you lean too heavily upon geology, you are in danger of taking the basement, leaving out the ground floor, and then taking the second floor, whereas you should actually begin with what geology offers for historical themes, such as the Great Migrations and dependence upon territory. My public lectures in Stuttgart could be helpful for that. Of course, you cannot present that in class. It was intended for enlightened older people in Stuttgart. You will need to translate it for the students and, in the future, be sure to leave out the Chymical Wedding.

If you begin preparing for this now and immediately begin with literature, you will have to use something like Heeren, Rotteck, or Johannes Müller. It is certainly not right to transform history into religious history alone. That is something for the religion teachers. I will give you the curriculum tomorrow.

A teacher: Where should I begin in this class?

Dr. Steiner: You said yourself you wanted to begin with the dependence upon the Earth. Therefore, you should take the climates of the various regions, today’s cold and temperate zones, and geological formations as a basis for history. Show how a people changed when they moved from the mountains down into the valleys, but do all this from a historical perspective, not a geographical one, so that you speak about a particular people during a particular period. Show, for example, why the Greeks became Greeks. Here, you could use Heeren as a guide. What is important is that things be done properly.

A teacher (who is to take over teaching history and German in the ninth grade): I would like some guidance for ninth-grade history. What should I particularly emphasize?

Dr. Steiner: You need to deepen their understanding.

The previous class teacher: In the eighth grade I presented history in pictures and biographies. I particularly emphasized cultural history in the nineteenth century.

Dr. Steiner: According to our curriculum, the children in the eighth and ninth grades should gain a picture of the inner historical themes, the major movements. They should learn how the fifteenth and sixteenth centuries brought an enlarged viewpoint to human beings, an increase in all directions, geography and astronomy. They should learn how that played out historically. Then they should learn how the effects of the seventeenth- and eighteenth- century enlightenment played out in history and how, in the nineteenth century, the integration of peoples and nations had an effect. Taking each century, you can present the facts from these perspectives.

Regarding your preparation, it would be very good if you could create a picture for yourself of what story would result if Schiller’s History of the Thirty Years War were continued to the present time, that is, what modern history would be like. In regard to Middle Europe, Treitschke’s summaries are very good. In the first chapter of his German History, he brought all the threads together. A teacher wants to begin the twelfth grade with series and then go on to integral and differential calculus.

Dr. Steiner: Differential and integral calculations are not really demanded. If you want to do this efficiently, you can begin integration earlier, and use series to explain both. I would try to get far enough that the students can use differential and integral computations with curves. That is sufficient for the final examination. If the students can work with second- and third-degree equations, that is enough. The problems that will be given are published.

Dr. Steiner learns that there are also more difficult problems.

Dr. Steiner: I would certainly like to know what is left to learn at college. There is really not much more. In any event, you can begin tomorrow with series.

A teachers asks about chemical formulas.

Dr. Steiner: We will have to find out what is required for the final examination. That is the problem; we start making these compromises, but we need to go far enough that the students can pass the final examination. This is terrible.

There would be some sense in it if they at least used stereometric formulas, but they mostly use planar formulas, which is quite senseless. The students need to know the processes. All this is senseless and very sad, but we have to take it into account.

Tomorrow, we can meet again at the same time to discuss questions concerning the curriculum, but for now I would like to take care of any other questions and desires.

A teacher asks about texts for English. Dickens’s Christmas Carol is too difficult for the eighth grade.

Dr. Steiner: You can be certain that you can read Dickens with children who know almost nothing, and what they need to learn, they can quite easily pick up. Tell them how the story goes on. Perhaps you could solve the problem if you first told the children about the content and selected some simpler excerpts for them to read. You can certainly overcome such difficulties. These texts are the very best for those children who cannot read English.

An eighth-grade teacher: E.B. is not very happy with me.

A teacher: One of his comrades would like to be in your class because it is more artistic.

Dr. Steiner: You could exchange the two.

There are problems with the class schedule, and the religion classes are too large.

Dr. Steiner: It cannot be any different than last year. There must be some way of solving the scheduling problem. I cannot imagine that we cannot solve it. There should be no more than fifty students in a religion class.

A teacher asks about a deaf-and-dumb child in the remedial class.

Dr. Steiner: She is not deaf. She can hear and can also be taught to speak. She is only a little slow. She does not respond, so you will simply have to try everything. You need to say something slowly, then have her speak it after you. Continue in that way; first speak slowly, then increase the speed so that she gradually needs to understand things more quickly. You could also do the exercise by speaking loudly, then having her speak softly, and then the other way around. You could do it slowly and have her do it quickly. Do variations of that. If possible, use a series of words that have some connection. Do them forward and backward in order to develop the center of speech. I would also have her do the curative eurythmy exercises connected with the head. She should do them daily, even if for only a short time.

(Speaking to the school doctor) She should also receive edelweiss at 6X potency, which is an effective means for healing the connection between the hearing nerves and the hearing center. It has a strong effect and is effective even when the hearing organs are hardened. The hardening has a relationship to edelweiss; it absorbs the flowers. You will find that the relationships that exist within this mineral, but not mineralized, material are within the flower also, and that they have an extreme similarity to the processes that constitute the hearing organ. We have used this remedy for ten years. Be sure to soak the flowers well first. A teacher asks about decorating the room for religious services.

Dr. Steiner: Unfortunately, our main problem is that we must give up the Waldorf School ideal for the twelfth grade. We cannot base the twelfth-grade curriculum upon our principles. We simply have to admit that we must take all the subjects in other high schools into account during the final year. I am looking with some horror at the last semester, when we will have to ignore everything except the subjects required for the final examination. It’s inconceivable that we can work any other way if the students are to pass the final examination. This is really a problem. After thinking about it a long time, I do not think there is much to say about the curriculum for that class except those things we already considered, such as chemical technology and such.

The students are about eighteen, and at that age it is best if they attain an overall understanding of history and art. We should give them an understanding of the spirit of literature, art, and history without, of course, teaching them about anthroposophy. We must try to bring them the spirit in those subjects, not only in the content but also in the way we present them. With the students, we should at least try to achieve what I have striven for with the workers in Dornach, pictures that make it clear that, for instance, an island like Great Britain swims in the sea and is held fast by the forces of the stars. In actuality, such islands do not sit directly upon a foundation; they swim and are held fast from outside. In general, the cosmos creates islands and continents, their forms and locations. That is certainly the case with firm land. Such things are the result of the cosmos, of the stars. The Earth is a reflection of the cosmos, not something caused from within. However, we need to avoid such things. We cannot tell them to the students because they would then need to tell them to their professors in the examinations, and we would acquire a terrible name. Nevertheless, that is actually what we should achieve in geography.

In physics and chemistry, we should try to cover every principle that reveals the whole system of chemistry and physics as an organism, a unity, and not simply an aggregate as most people assume. With the twelfth grade, we have a kind of conclusion, and we must draw conclusions everywhere. We must give answers to the questions that arise, for instance, in mineralogy, where the five Platonic solids manifest. We should do that when we study minerals and crystals.

In art, we can only continue what we previously did in music, sculpture, and painting. That can never be concluded.

Unfortunately, we can do none of that. The only new thing we can do is one hour of chemical technology. Elsewhere, we will need to make sure that we simply bring the students far enough along that they can answer the questions on the final examination. This is terrible, but there is nothing we can do to avoid it. However, we should follow our curriculum as exactly as possible until the students are fourteen. As far as possible, I would ask you to consider up to that year all the things that have fallen by the way. We need to strictly carry out the curriculum until the students are fourteen.

I am telling you all this so that you will know how you would need to think were it possible to apply the principles of the Waldorf School with eighteen-year-old students. Eighteen-year-olds need to understand the various historical periods in a living way, particularly regarding the “getting younger” of humanity. That would have an important influence upon people. In the oldest periods of humanity, people could feel the development of their souls until the age of sixty. Following the Mystery of Golgotha, they could feel it only until the age of thirty-three, and today that is possible only until twenty-seven. Students need to comprehend this ongoing decrease before they begin their studies at an institution of higher learning. It is something that belongs in the general education in a Waldorf school and would have a tremendously beneficial effect upon the students’ souls.

The situation is as follows. When we look at the learning goals of the twelfth grade, we need to imagine that the students will continue at a college, and we also need to imagine that they have completed their general education. We can find our teaching goals in the following circumstances. Today, you can represent anthroposophy to the world such that people with sound human feeling can understand it. (Sound human understanding does not exist today.) They can understand it through feeling. Today, however, if those who have gone through a modern high-school education do not have a particular predisposition, it is impossible for them to comprehend certain anthroposophical truths. Today, they have hardly any possibility of understanding such things.

If you consider Kolisko’s chemistry, it is clear that it is unimaginable for modern chemists. You can teach students that kind of imaginative capacity until the age of eighteen or nineteen, that is, until the completion of the moon cycle, which then begins again. If people are to comprehend certain concepts, they must achieve a particular development during that period.

Compared to other people today, you are all a little crazy. You all have something that sets you apart from the current general development, something that is present to a greater or lesser extent in each of you. You have a certain kind of eccentricity. You are, in a certain way, not quite normal. Those who are normal, that is, “normal people,” cannot understand some things. Chemists with a normal education cannot understand Kolisko’s chemistry. They simply have no concepts for it. Our goal should be to make that understanding possible for our students. However, we cannot achieve that when we are forced to work toward ruining brains in exactly the same way that modern schools work toward that goal. Souls cannot be ruined. They undergo a self-correction before the next earthly life, although if things remain as they are today and continue into the next earthly life, humanity will degenerate. We cannot do these things. It is simply impossible. Even people like Herman Grimm could maintain themselves upon their islands only by brusquely brushing away certain concepts. People like him simply went past others, but they were the last who had such concepts. Those people, who were quite old during the 1890s, were the last who had them, and that possibility died with them.

It is particularly difficult with today’s youth. Today’s young people, as we have seen quite clearly in our anthroposophical youth movement, have a tendency to reject all ideas. They are not interested in ideas and, therefore, to the extent that they do not accept anthroposophy, become disorganized. Today’s young people are forced into a terrible tragedy, particularly if they are academically inclined and have gone through our college preparatory schools. We can achieve more for those students who go into practical life at the age of fourteen.

It is impossible, for example, to develop a spatial concept as I described it in the recent teachers’ course in Dornach, that is, the three dimensions, up-down, left-right, front-back. That is why it is so difficult to give people an understanding of anthroposophical truths. No one today is interested in things for which there should be broad public interest. I have said that everything connected with the will works three-dimensionally in the earthly realm. Everything connected with feeling is not three-dimensional, but two-dimensional, so that when you move from willing to feeling in your soul, you have to project the third dimension onto the plane in a direction that corresponds with front to back. We need to remember that we cannot simply—we can reduce it to the symmetry of the human being, but we cannot limit it to only that. This plane is two-dimensional everywhere—thinking then leads to one dimension and the I to zero dimensions. When we do that, the situation becomes quite clear. Now I ask you, how can such elementary things be presented in a lecture? There is simply no possibility of making that plausible to the modern public. No one is interested in it.

It would certainly be wonderful if, for example, in addition to the normal perspective of orthogonals, planes, and centers, people understood perspectives of three dimensions to two, from two dimensions to one, and then from one to the zero dimension. It would be wonderful if people could do that so that we could differentiate a point in many ways.

I am telling you all these things so that you can see how things need to be in the future and how we should form a school that would really educate people. Today, so-called educated people are really very undeveloped because today’s students are required to know many things in a certain way, but they really need to know them in a quite different way. I think we should try to do as much of that as possible in the lower grades, but in the upper grades, we must be untrue to our own principles, at least for the most part. We can only include one thing or another here and there. Even someone like J.W. can say to me that she would take the final examination if she thought she would pass. I told her that would be sensible only if she is certain she will pass. If she failed, it would not be good for the school.

The worst thing is that if we could convince the state to accept our reports, our students could very well follow a course of study at the university with what they would learn from our curriculum. Everything connected with the final examination, which causes such misery in modern school life, is absolutely unnecessary for studying at the university. Students could take up Kolisko’s chemistry as a subject. They would at first be surprised by chemical formulas, of course, but they could learn that later. It is much more important that they understand the inner processes of materials and the relationships between them. These are the things I wanted to say. I would like to discuss this whole question further. I would have completed the curriculum, but it has no meaning for the twelfth grade. We already know what we must do.

The students need to complete all the practical subjects insofar as possible. That is something you will feel after a time. So that the children have some sense of security, I would like to ask them about these subjects. I had the impression a while ago that the children thought the questions were unusual when you stated them poorly.

A teacher: Could we split the classes?

Dr. Steiner: We would need to have parallel classes from the age of fourteen, but we do not have enough teachers. The problem is financial. I would like to know how the finances are now. We should always keep that in mind.

There is some discussion about the financial situation.

Dr. Steiner: Well, the important thing is not that we have a financial report, but that we always have what we need in the bank. We can certainly continue, but we will have to do something. Otherwise, it will be impossible to do what needs to be done. For now, we cannot consider such a split.

At the college level, we cannot reach our goals for a very long time. The Cultural Committee might have done that, but they fell asleep after a few weeks. We might be able to achieve the things we want so much if we had the situation that existed in Austria for many private high schools. There many parochial high schools had the right to give and grade the final examinations, and technical schools could provide an accepted final report. I believe there are no such institutions in Germany. We would need a state official to be present, but the teachers would actually do the testing. A state official, while certainly causing many difficulties in our souls, in the end would have little effect on the grades if the final examination was held by our teachers.

A teacher: I believe we should speak to the students who will not be able to pass the final examination.

Dr. Steiner: That depends. People will say the faculty is at fault if more than a third of the class do not achieve the learning goals. If it is less than a third, the fault is thought to be the students’, but when a third or more do not achieve what they should, then it is seen as the faculty’s problem. You know that, don’t you?

In general, no one who has had good grades fails. The problem is, that is not taken into account. A further point is whether we could avoid using those really unpedagogical textbooks. The teacher could, of course, use them for preparation. Most of those texts are simply extracts from various scientific books. I have noticed that the questions come from such books and that there are readings from them, also. That can, however, cause many problems. We need to get away from using such references. We can use Lübsen’s books since they are quite educational, although the last editions have been somewhat ruined. His books are very pedagogical through all the editions before those made by his successor. Imagine for a moment the wonderful value of calculus in pedagogy. His analytical geometry is also pedagogically wonderful, at least the older edition, as well as his volumes on algebra and analysis. He has, for example, a collection of problems that are extraordinarily good because the methods required to solve them are very instructive.

A teacher: Should we throw out all the textbooks?

Dr. Steiner: For translation, they are not so bad. However, for German readings, you should not use normal textbooks. They are quite tasteless. Perhaps we should write down our lesson plans for the following teachers, so they could at least have some material for reading. There are so many people here who can type. Why can’t we prepare documents that people can read? The offices are filled with people, but I have no idea what they do.

A teacher: The students in the twelfth grade would like an additional hour of French.

Dr. Steiner: I would like to make everything possible. It is terrible that the twelfth-grade students will not receive an introduction to architecture. If everyone teaching languages helped, it might be possible.

An English teacher asks about prose readings for the twelfth grade, about Carlyle’s On Heroes, Hero Worship, and the Heroic in History, and about the English art and literature magazine The Athenaeum.

Dr. Steiner: The Athenaeum is edited very practically. You should not give it to the students, but instead use some individual essays. You could also use it in the eleventh grade. We do not have such well-edited magazines in Germany anymore. This is an old magazine, a humanistic magazine par excellence. There was a terrible German imitation called Literary News. Zarnck’s Literarisches Zentralblatt (Literary journal) was also a terrible imitation. It was a magazine for people who do not exist even in England.

A teacher: We have done enough of Tacitus and Horace. Should we take up Sallustius?

Dr. Steiner: Sallustius and Tacitus. I think the Germania would be enough. You could have them read a larger piece from that and then give them a test.

A teacher asks about music for the twelfth grade.

Dr. Steiner: A feeling for style, as such, an awareness of how Bach differs from others, is the main thing for the twelfth grade. At worst, you will have a problem at Christmastime if we see that we cannot continue all of the art instruction. Do not consider it an impossibility that we have to stop all art instruction at Christmas. Other people make fun of our things.

A teacher asks about religious instruction for the twelfth grade.

Dr. Steiner: You should go through religious history and give an overview of religious development. Begin with the ethnographic religions and then go on to folk religions and finally universal religions.

Begin with the ethnographic religions such as the Egyptian regional gods, where the religions are still quite dependent upon the various tribes. There are also regional gods throughout Greece. You need to do this in stages. At first, we have the religions that are fixed at a given location, the holy places. Then, during the period of wandering, the tent replaces the holy places, the religion becomes more mobile, and folk religions arise. Finally, we have universal religions, Buddhism and Christianity. We cannot call any other religions universal.

In the ninth grade, read the Gospel of Luke, which is a pouring out of the Holy Spirit.

A teacher asks about the Apocrypha.

Dr. Steiner: The children are not yet mature enough to go through the Apocrypha. The Apocrypha contains many things that are more correct than what is written in the Gospels. I have always extended the Gospels by what we can verify from the Apocrypha. Sometimes there are strong conflicts. When they take up the Gospels, the children must grasp them. It is difficult to explain the contradictions, so if they took up the Apocrypha nothing would make sense anymore. I would simply study the Gospels. A teacher asks about religion in the tenth grade.

Dr. Steiner: Following St. John’s Gospel, a number of paths are possible. You could do either the Gospel of St. Mark or Augustine, selecting some sections from the Confessions where he speaks more about religion.

A teacher asks if they should teach zoology and botany in the twelfth grade.

Dr. Steiner: Those subjects need to be included if our reports are to be officially recognized. We study zoology in the fifth grade, then the human being, then zoology again. If we did not have this problem of final examinations, I think it would be wonderful to present zoology to the children in the course of three weeks. That would be eighteen mornings to handle the twelve groups of animals. In the twelfth grade, we should limit zoology to categorization; the same is true of plants.

The students already know about skeletal structure, since you have already done anthropology. The most important thing is that they gain an overview about how we classify animals. You should begin with single-celled animals, then go through the worms. You will have twelve if you consider the vertebrates as one class. A teacher asks about how continents swim.

Dr. Steiner: Usually people do not think about how it looks if you move toward the center of the Earth. You would soon come to regions where it is very fluid, whether it is water or something else. Thus, according to our normal understanding, the continents swim. The question is, of course, why they don’t bump into one another, why they don’t move back and forth, and why they are always the same distance from one another, since the Earth is under all kinds of influences. Why don’t they bump into one another? For instance, why is a channel always the same width? We can find no explanation for that from within the Earth. That is something that comes from outside. All fixed land swims and the stars hold it in position. Otherwise, everything would break apart. The seas tend to be spherical.

A teacher asks for more details. Dr. Steiner takes a teacher’s notebook and draws the following sketch in it while giving an explanation.

Dr. Steiner: The contrast is interesting. The continents swim and do not sit upon anything. They are held in position upon the Earth by the constellations. When the constellations change, the continents change, also. The old tellurians and atlases properly included the constellations of the zodiac in relationship to the configuration of the Earth’s surface. The continents are held from the periphery; the higher realms hold the parts of the Earth. In contrast, the Earth holds the Moon dynamically, as if on a leash. The Moon goes along as if on a tether.

A teacher asks about drawing exercises for fourteen- and fifteenyear- olds.

Dr. Steiner: You should have the children paint the moods of nature. The continuation students in Dornach have done wonderful work in painting. I had them paint the difference between sunrise and sunset, and some of them have done that wonderfully. They should learn those differences and be able to paint them. Those are the kinds of things you could work with, for example, the mood of rain in the forest. In addition, they should learn the differences between painting and sculpting.

In the lower grades, take care, when things get out of hand and you cannot get through the material, that you do not rashly reach for a substitute and simply tell the children a story to keep them quiet.

I hope to be here again tomorrow morning.

Dr. Steiner: We want to take care of the things that need to be done today with questions and answers. I do not have time for longer discussions. We want to handle all your wishes and intentions. I do not want anyone leaving something weighing on their soul that they cannot present.

A teacher proposes creating a division between the pure Waldorf School and a college preparatory school. The parents would then decide which their children will attend.

Dr. Steiner: The result would be that we would carry out the school principles and then subject the children to a kind of cramming course. The main problem is that if we did that as thoroughly as necessary, people would still not understand the idea of the Waldorf School. I believe people will understand the idea of the Waldorf School if we make no compromises, which includes not running through things half-heartedly. Instead, we need to show how impossible it is to have a reasonable school system under current conditions. I have never favored slipping through the back door when difficulties arose for the elementary school. I have always favored making it clear to people how things are. You can never do that if you do not energetically work for the idea of the Waldorf School. I do not believe we could ever achieve anything important by slipping out through the back door when difficulties arise.

There is another thing we need to take into account. If we took the standpoint you spoke of, we would have to carry out the idea of the Waldorf School much more broadly and completely than we have done to date. We should have no illusions, and this is something that requires absolute secrecy, that, in fact, our students know anywhere near enough for us to say that the Waldorf School gives them what a human being needs to know by the age of eighteen. They know far too little. We have been, up to now, unable to bring a sufficiently large number of students up to the level of our learning goals. That is the first requirement we need to fulfill for the parents and the world, if we want to offer the world what you have just proposed. It is a simple matter to find a number of things within our teaching goals that have not been achieved through the idea of the Waldorf School. We need to achieve those things, and we must take that into account.

From the results of our teaching, I do not believe we can stand on a corner and shout to the world. The whole question of passing the final examinations is, in the end, a problem, since we need to assume that an ill-willed examination board could fail an entire class. There is almost nothing we can do about that. Were that to occur, all we could do would be to rework the entire curriculum for the last four years—not in art, but in Latin and Greek, for example. Our present Latin and Greek classes were created under the assumption that the students should pass their final examinations. We have always spoken of those classes in that way, namely, how should we create them so that the students can pass their final examinations? I cannot imagine that we could do other than make that compromise, and we need to do it. In that way, we can show that to really achieve the ideal of the Waldorf School requires more than just a controlling will. What you proposed would leave only the question of whether the cramming class would be held here at school or elsewhere. If we create the cramming class here, it would at least have some humor; but if we leave the students at the mercy of an outside cramming class, that would be tragic. That would lead only to a weakening of the Waldorf School idea. All that would gradually lead to an opinion that the Waldorf School is full of odd ideas. The parents would say we know we are not teaching the children enough, and so are turning to an outside cramming class.

A teacher: What should happen concretely in the twelfth grade?

Dr. Steiner: As we said in the last meeting, we will have to meet with the school officials. That is all we can do, but even that may not happen. When the time comes, we could also register our students for the final examination.

A teacher: We would like to know how we could still take the desires and views of the Ministry of Education into account.

Dr. Steiner: That is something we can do or not. You need only look at the curriculum and a number of questions asked on the final examination.

A teacher: It would make taking the final examination easier.

Dr. Steiner: That is superficial and would lead, via a detour, to having our twelfth grade directed by the ministry. It would also be more comfortable for the people there than for us. The main question is whether we want to prepare our students for the examination or not. If we do not prepare them, we could eventually close the last four grades. Parents would not send their children. There seems to be no understanding. The parents connect a large part of the Waldorf School idea with their children being able to take the examination just like anywhere else, only they believe it will be ten times easier in the Waldorf School. They think we can wave a magic wand and make it easier for the children. We should have no illusions about people today, so I see no possibility of doing anything other than that compromise.

Dr. Steiner gives some examples of questions from examinations.

Dr. Steiner: If we interrupt the Waldorf School principle to take up other required subjects, it won’t be too difficult to prepare the students so that they can do the same as others. The students won’t know what we are doing.

I have twice attempted to explain the compromises necessary, once in Dornach, during a course for Swiss and Czech teachers, and a second time when I held a lecture in Prague. At that time a large number of people remained and did not want to go home, so we met together in another room where I gave a second lecture about the idea of the Waldorf School, emphasizing this compromise. Those people understood then that we need to look at things from a very different vantage point. Generally, speaking, we can achieve some understanding for the fact that we need to make compromises.

We need more understanding, but, in order to show how absurd the situation is, we cannot get it through the back door. We need to stand firmly upon our principles and say we are making compromises where necessary.

A teacher: In other schools it is normal to state by a certain deadline who will be allowed to take the examination. We should tell the students before summer vacation begins whether they will be allowed to take the examination or not.

Dr. Steiner: That is true, but we should not do that before we allow the students who were rejected to repeat. However, we cannot do that because it will cause us great problems in the following years.

A teacher: If we allow all the students to take the examination, we risk having 60 percent fail.

Dr. Steiner: We would have to give those students a poor report for the year so the officials will reject them. A rejection by the faculty has no legal consequences. We also cannot register any students. Legally, only the students themselves can do that. We cannot prohibit anyone from registering themselves for the examination. Thus, if some we do not think are capable register, we need to protect ourselves by giving them a poor year-end report. Then, we can say that there is a poor report for one or another. Theoretically, that is the only position we can take since we cannot forbid any of our students from registering for the examination. That is completely out of the question. The situation is that everyone who has reached a certain grade can register. Probably the examination committee will require that such students prove they have completed the necessary courses. Our reports must include a remark that in our opinion, the student is not proficient. The later we ask parents whether their child should take the examination, the easier it will be for us to advise against it.

We can, therefore, not decide other than we did last time. We can, however, try to follow the Waldorf School principle. Of course, in many of our subjects that are not taught elsewhere, our students are, in our opinion, not sufficiently far along. We need to try to find a balance between what we present, that is, what we want to teach in the class, and the students’ work. It is not always the case that the students work enough. In some of the higher grades, they sometimes sit there and doze the whole period. It is true, isn’t it, that there are students who have no idea what you presented when you ask them. That was something that happened even before we spoke about final examinations.

We already determined the instruction for the twelfth grade, but we could include philosophy in the last semester so that they have an acquaintance with scientific gibberish. It is certainly better if the twelfth graders are far enough along in the first semester to take the examination than to wait for the second semester. Usually, the students are prepared during the first semester.

A teacher asks about a continuation school at the Waldorf School.

Dr. Steiner: Those who leave school at the age of fourteen need to go to the continuation school; however, they can do that only if we can obtain recognition for our continuation courses. The character of a unified school would be lost in the normal continuation schools the students are required to attend. They have no significance for us here, since we divide our curriculum according to the needs of human nature. Of course, we could stir things up in that regard, but that would mean the beginning of the end. That would mean that we would have to subject ourselves to the Ministry of Education for all grades above fourth grade. We can exist only because there was a hole in the Württemberg Elementary School Law that made it possible to create schools with teachers who are not certified by the state. We could not have done that if we had wanted to create a middle school. In that case, the officials would have demanded that our teachers be certified. We are living in a hole in the law that existed before Germany was “liberated,” that is, under the old regime. Today, it would no longer be possible to create a Waldorf School. People go along with us because they think they are not going along with us. But, in schools where similar things are tried in other places, it is basically nonsense. They have to have certified teachers. Under present-day conditions a second Waldorf School would not be allowed.

A teacher: Is it possible to extend our continuation courses? There are many fourteen-year-olds leaving this year.

Dr. Steiner: We cannot do that at the drop of a hat. Intentions are not enough, we also need teachers. I don’t know if we can even maintain the continuation courses without additional faculty. We also have other things to do.

A teacher: There are so many slow children in the classes.

Dr. Steiner: We could easily decline to accept students who show no promise. We could say at the very beginning that we cannot accept them since we could not achieve our teaching goals with them. We could easily throw out the students who we do not think will meet the class goals. We must be more careful in accepting new students.

It is a different question with foreign languages. We cannot do that there since that would give the officials a reason to take the four lowest grades from us. We need to take children into the fifth grade. We might want to keep the whole foreign language question separate so that we could put such students in with the younger ones. We need to arrange things so that those students are with the lower grades for foreign-language class. Such children will simply have to go into the next lower grade. Every child fits into some grade. Perhaps we could also create beginning courses.

It will hardly be possible to say anything during the first three weeks. You need to create your tests positively and ask each child what he or she knows in order find out the child’s capabilities. Always try to determine what a child can do. You should not simply ask questions. Try to determine what a child can do, not what he or she cannot do.

A teacher asks about curative eurythmy.

Dr. Steiner: We should maintain the principle of not hacking off some part of main lesson and tacking it on somewhere else.

A teacher asks about a student who has large swings in mood.

Dr. Steiner: He is not enthusiastic. You’ll need to separate him from his mother. You should discuss such things in your faculty meetings. She is unpredictable, someone who suddenly jumps from ninety to one hundred ten degrees in her soul, and he imitates her physically. The situation was always that way. I once said to his mother, who creates a major commotion at every opportunity, that she should distance herself from him. He is a very sensitive boy. It is impossible to imagine anything less rational than the upbringing that exists in that home. It is absolutely impossible. We are powerless, however, because there is no solution other than to free the boy from his mother. We simply need to see some things as karma. The boy was never in a proper school and was always taught sloppily. This is a karmic question.

A teacher asks about visitors.

Dr. Steiner: We should limit visitors to what is absolutely necessary, but we can make some exceptions. We need to get used to asking ourselves what the purpose of the visit is and also to achieve greater respect.

The best would be to print up a form so that people will see we are overrun. In the form, we can state that we can accept visitors only when they explicitly state their reasons and goals.

A teacher: I have gone through the Early and Late Stone Age and then took up the Bronze Age.

Dr. Steiner: You do not need to create analogies between them. It is very good that you present them with those divisions. Cultural periods develop the soul.

A teacher: How should I proceed with history in the twelfth grade?

Dr. Steiner: Give them an overview of all periods so that the ladies and gentlemen know something.

A teacher: In chronology, perspective is most often missing.

Dr. Steiner: Earlier historians did what was necessary. Rotteck has synchronized tables.

The children do not work hard enough in gymnastics, except for maybe a few. They need to learn to tone their muscles. You need to remind them. The children have gone too long without gymnastics, but they are capable. You can do nothing other than to remind them. You need to tell them individually.

A German school essay is mentioned, “The Camel as a Link between the Land and Human Activity.”

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.

Dr. Steiner: There are some things that are troubling me about the school, so I think I need to spend two days here next week. There are two things I think we need to discuss, but today we can do nothing but address more pressing problems.

Certainly, all of the points we discussed yesterday are important. The first thing troubling me, particularly after what I saw this morning in various classes, is the issue of punctuation. The second thing we need to resolve is a kind of running wild here at school, which we can certainly not take lightly.

Let’s take that as our starting point. Let’s start with the 9b class. The teachers have described some things to me, but this morning the 9b class was very well behaved. The only thing that troubled me was how they write. It cannot continue that way.

Regarding unruliness, I would ask those of you who have some concerns to present them objectively.

A number of teachers speak about the class and the particularly difficult students F.R., T.L., D.M., K.F., and J.L. Regardless of what the teachers attempted, they were unable to create a respectful attitude toward the great artists. F.R. incited the boys to a pogrom-like attitude. They also wrote some obscene things on the door to the teachers’ bathroom.

Dr. Steiner: First, I would like to say that F.R. suffers from a persecution complex and, aside from that, hates women. T.L. appears to be somewhat weak minded, as are D.M. and K.F. Here we have some psychological problems, and F.R.’s hatred of women affects the others. That is the situation. It would be interesting to know if a large part of his misbehavior is related to that question. The misbehavior I saw certainly comes from that direction.

This is not an easy case. F.R. came to us first in the fourth grade, after having been beaten at home. In addition, he felt he was treated extremely poorly by the fourth grade teacher, and many of the things he told me took on particular nuances in his fantasy. From what he told me, it seems he made an unsympathetic impression upon the teacher, and she took it out on him. Now he feels at least subjectively justified in thinking that the teacher had her favorites in the class, and that he was set back because he was one of the most disliked. At the time, all this created a small crisis, particularly because the teacher was not firm enough. She had to retract much later. In the fourth grade, the boy was not properly handled, so we were not able to move him into the fifth grade. That caused some trouble for me at the time. However, you had him for quite a time. How did it go?

A teacher: In the fifth grade, I had no problems with him. He was strongly impressed then.

Dr. Steiner: At that time, he was four years younger and the impression he got was that there is still some justice. Possibly that was weakened later, but that was the impression he had then. His feeling was that the world was unjust, but that there is still some kind of justice. Now he has some psychological problems. Certainly, since that time it seems to me that the boy—well, what should we do? We can only treat him if he trusts someone. The teachers’ viewpoint may be justifiable, but what he lost is trust. Somehow, he lost trust again.

T.L. is the boy who, when he reads or hears something, becomes possessed. He is possessed by good and by evil. When something dramatic occurs, he is possessed and speaks in that way. When he talked back to you, he did so out of that state. It is really a problem. K.F. is not exactly honest, either. It is not only that he misstates things, but he has a tendency toward absolute lying. He needs a strong hand. It is not easy, you see, because we are not in a position of following things with greater energy.

There is something else we need to take into account. If you think F.R. would write a good essay about Raphael and Grünewald in the ninth grade, you will never come to terms with him. That is completely impossible in his present incarnation. He cannot do it, nor can he understand it. It is something that lies outside his field of vision. When he realizes he cannot understand it, he dries up inwardly and the bad juices, the etherically bad juices, rise and push him on so that he becomes vengeful. The recurring theme of his thinking is that he is unjustly treated.

There is nothing more I can do other than speak with these five boys. It is something that could make the 9b class impossible. I will speak with them next week. We need to have some order here. There is little possibility of doing very much. All these things point to something below the surface. We need to recognize that many of these things are only symptoms. The obscene things you mentioned are only symptoms of something lying deeper within him. He probably did that as revenge against a teacher.

I once knew a class who had to write some letters. You should have seen what the boys thought up as names for the writer. They really thought up some names. They made up names by abbreviating first names in unthinkable ways, when you read the first and last name together, so that the result was a cynical provocation. Everyone in school knew about it.

We really cannot take such things seriously. The situation often depends only upon how you laugh. You need to get used to laughing at such things. If you get angry—well, fifteen-year-old boys are a particular kind of human being. We need to look into the situation further.

The transition years are difficult for these children, and we can see we need to do something. There is not enough energy, not enough punch in the German class in the eighth and ninth grades. That is something the children miss in their German class. We must teach them in an interesting way about the structure and style of sentences. You need to develop a feeling for style through essays. That should begin at the age of twelve. I mentioned these things in the course about adolescents. You should discuss forming pictures with them, metaphors, similes, and anecdotes. I have noticed that this is missing. We will never be able to introduce them to punctuation if they do not comprehend the value of a word in style.

The fact is that the way you are teaching German, they will never understand style and essays. In the ninth grade, they do not even know what a sentence is. They write in such a way that it is clear they have no idea what a sentence is. They have no feeling for style. That is something you must include in your teaching. German class is not quite what it should be, and that has tremendous significance for these developmental years. The boys and girls are changing the inner style of their sentences just as they are changing their speech. If you do not take that into account, they will have an inner deficit.

The important thing is that if you ask yourselves how many of the students in the entire Waldorf School are such that you would have such critical opinions of them, you will find it is nowhere near 5 percent.

I would also like to draw your attention to something else. All kinds of things occur in the Society. Recently, a man came to an official of the Society and said, “I know you have great ideas. The ideas are very good, but no one in the Society has the proper will. The reason for that is that you people in the Society do not take care of the egotists in the proper way. I am a prime example of a real egotist. I have no ideas, although I would like to have some. However, I do have will. A couple of people like myself,”—and you should take note of this—“three or four students like me could get all the students and faculty to do what we want, and in the end, the school inspector too.”

Three or four can dominate an entire class, even the whole school. The school cannot go under simply because of them.

There are some other things also. The 3b class is really horrible, but there is a way to improve it by taking two of the boys out and putting them into the remedial class. We need to make the remedial class not only for those who are intellectually weak, but also for those who are morally weak. That would be good for the 3b class. The two boys, K.E. and R.B., should go immediately into the remedial class. They are infecting the whole class. The class would not be so bad, but then we have these two boys. As long as they are there, you will be unable to do anything with the class.