The Idea and Practice of Waldorf Education

GA 297 — 8 September 1920, Dornach

2. The Art of Teaching and the Waldorf School

First of all, I would like to express my warmest greetings to you, who have come here as the teachers from our immediate neighborhood. I am convinced that those who take an active interest in our Goetheanum and everything , will join me in wholeheartedly welcoming you on behalf of this Goetheanum and its workers and in expressing our great joy at having you here as our guests.

It has been suggested that I should discuss a few things that have emerged, and in some cases already been put into practice, in the wake of our spiritual scientific endeavors for the pedagogical arts and for the school system, before our eurythmic performance.

But before that, let me make a more general comment.

You see, what is to emerge from our anthroposophically intended spiritual science in pedagogical and didactic terms still has, in principle, few truly understanding representatives in the world today; it has all the more uncomprehending opponents and just as many people who, due to the general state of mental sleep of humanity today, are indifferent to such endeavors. But just in the very last days, things have happened that may be considered as, I would say, a sign, as on the one hand, so to speak, through lonely personalities from the whole breadth of our civilized life, the outlook is opened up to what is to happen from this Goetheanum building in Dornach. I must describe it as an important fact, even if only as a symptom, that the old professor Spitta in Tübingen, who is so well known to us, and who has concluded his teaching activities in these days, has given his last lecture in such a way that it culminated in a discussion of the most eminent spiritual-scientific truth: the truth of repeated earth lives. But not so much that this university teacher, at the solemn moment of the conclusion of his university career, once again professed what he had actually held all his life – that does not even seem as significant to me as the other thing, that he said at this lecture: Gentlemen, just imagine what it would mean for human knowledge and, above all, for human action in the future if this view were to become more widespread. It is a significant mark of a man who has grown old in science and in the philosophy of the present day when he concludes his teaching career with such a confession! For one can well imagine that the terrible events of the time have made a very deep impression on such a personality and that precisely such a personality, in lonely thought, feels the need to say what could help today's declining humanity from the spirit, from the soul, which in turn could lead to a revival.

You see, that is what I would like to say from one side: wherever there are discerning, feeling souls, the views that are represented here in a scientific context and that are also expected here to flow into all civilizational life of our time, can be seen at least as intuitions, which from here want to be represented in a scientific context and which are also expected here to be able to counteract the decline with a new dawn.

But these are flashes of light that arise in isolated places. Those who observe them will perceive them as rare flashes of light, but they will recognize from them the striving, especially among the best of our time, for a renewal of spiritual life from very, very deep sources of the soul. This is, however, opposed by what arises today out of a certain not only drowsiness, but, to put it mildly, out of an enormous superficiality of our time; which arises out of a superficiality that often leads to frivolity, especially in circles that are publicly active in journalism, with regard to the great questions of existence and human life. And after I have shown you a flash of light, I would also like to show you, so to speak, some of the shadows, which, however, do not occur in isolation, but are widespread. I could cite hundreds of facts in support of the last assertion; but I will now present only one particularly characteristic one.

One of our English friends has endeavored to arouse interest in London for what is to take place here in Dornach. He tried to place a very truthful and objective little article in what appears to be a respected journal – there are many such journals and newspapers at present. The journalist, who listened to the matter, with whom the gentleman in question was, a journalist from London, was very friendly and extremely accommodating. He promised to advocate the matter in such a way that a visit from about as many people as are here today to give us the pleasure of being here should be arranged from London. The journalist in question then said something about how transformative what he had been told was. I would like to read you something about this transformation as a document of the frivolity with which people speak today of that which they do not know — for the journalist naturally had no idea of what is going on here in Dornach. Something like this shows how little people today are inclined to respond at all when something wants to assert itself from a source that honestly believes it can counter decline with an ascent. So the following appears in a London magazine as the result of this interview, which the journalist conducted favorably:

Remarks and comments A School of Spiritual Science A School of Spiritual Science has been established at the Goetheanum in Dornach, near Basel, Switzerland. The building itself exemplifies a new concept of art initiated by Dr. Rudolf Steiner. It is planned to organize a trip to Basel to visit it, and Dr. Steiner has promised to personally instruct the participants during the ten-day visit, which is to take place in August. Assuming that the trip takes four days, it will be possible for the participants to recover from the shock of the first sight of Dr. Steiner's creation during the remaining six days. Assuming that no one who can make the journey wants to miss out on what we expect will be an interesting experience, we will provide an illustration of what awaits participants at the end of their pilgrimage, and if any of our readers are going to travel, we hope that they will do us the favor of sharing their impressions with us upon their return.” [«The Architect», No. 34, London July 16, 1920]

So you see, this is how you treat something you don't know. This is the mood of the world today, these are the difficulties we have to fight against.

Now, my dear attendees, spiritual science is there for many and it should – this will be shown above all in our autumn course, which is to open on 26 September – exert a fruitful influence on all possible branches of spiritual life. In spring, a more limited course here already showed how the medical-therapeutic field can be enriched by spiritual science. And it is the same for the most diverse fields. The outer form of the building itself is intended to bear witness to what can be artistically attempted through spiritual science that can be absorbed into our perceptions. But today I want to speak to you about the consequences that spiritual science can have in the field of education and teaching. I am not speaking to you about some kind of program that we would not give a damn about, nor am I speaking to you about some kind of theoretical pedagogical discussion. I am speaking to you about something that has already been put into practice during the school year at our “Freie Waldorfschule” in Stuttgart. This Free Waldorf School in Stuttgart was founded by Emil Molt. Its initial aim was to bring to life in practice what can arise from a development of what can be found in our spiritual science, above all, for a real understanding of man and thus also of the child.

You see, it is particularly important to me that we already have a year of real school practice behind us. I attach particular importance to this because all of this spiritual science, as it is to be brought into the world from the Goetheanum in Dornach, would basically be nothing more than just another sectarian movement or some worldview theory or the like — there are already many such beautiful things in the world — if something else were not there; if this spiritual science, in particular, did not want something completely different from everything that comes into the world in this way. This spiritual science does not want to produce ideas for a new world view; this spiritual science does not want to be some kind of theory or even a new religious confession, as it has been slanderously accused of — the latter least of all. What it wants to be was not originally conceived with reference to any religious confession, but rather it was conceived with the scientific way of thinking and attitude of our time in mind. It was conceived as that which can be brought forth by the human spirit and soul in the form of knowledge, just as natural science, which has been so fruitful for our time, has been brought forth as knowledge for physical life. And this spiritual science is based on the fact that if one applies the right methods, which I have described in my books “The Secret Science in the Outline” and “How to Obtain Knowledge of Higher Worlds?”, one is able to gain just as certain knowledge, so enclosed, contoured knowledge about soul and spirit, as one can gain through the scientific methods of the present for the physical world.

However, the work that needs to be done to arrive at spiritual scientific knowledge in a truly methodical way is no more comfortable or easier than the work that needs to be done in a chemistry or physics laboratory, at an observatory, or in a clinic. Just because people imagine that anthroposophical researchers are people who conjure up all kinds of ideas that can be had quickly, that are quickly drawn from the imagination - just because people imagine this, that is why they misunderstand the paths that are to be taken from anthroposophy into the spiritual world. If one familiarizes oneself with the way in which man, in a self-education of his entire being, can alone come to open up within himself views of the spiritual world that are just as exact and certain as the results of natural science; only if one informs oneself about how long it takes to research relatively small, insignificant truths that are added to external-physical knowledge - let us say, for example, for the doctrine of human sense, for human anatomy or the like; only if one realizes how decades of research are often necessary for the most trivial little things in the field of spiritual science: then one will learn to understand that research in this field is by no means more convenient and easier than research in the clinical field, in the observatory, in the physics or chemistry laboratory. But today one does not yet have the will to accept that there can be such research into the mind and soul.

The intentions that have emerged over the last three to four centuries, and particularly in the 19th century, for scientific knowledge have been great and powerful. And I do not need to tell you what this scientific knowledge has brought to the world. But there is one thing I would like to mention: that anyone who stands firmly on the ground of our anthroposophically-based spiritual science will be the very last to disparage anything legitimate in scientific research. Because that is the first thing to be considered: that only those who are not dabbling or even lay in the scientific work of today can stand firm in the field of our spiritual science. Only when one has acquired scientific conscientiousness and scientifically rigorous research methods in the laboratory, in the observatory and so on, when one has educated oneself to the exactitude of research, only then has one awakened in oneself the inner moral world-view that is necessary to become a spiritual researcher. In the outer world, as one says, one always has the rough reality before one, which corrects one. If I am a bad bridge builder in theory and calculate a bridge badly, then the falling train will teach me that I have built my bridge badly. And so the correction is always there if one wants to apply the laws seen by the spirit in the outer physical reality. However, the further we ascend from the lower foundations of physical reality and approach the actual research of mind and soul, the more precarious its exploration of reality becomes. And if you were as strict in judging a doctor who has to rebuild destroyed health as you are in judging nature when it corrects a bad mechanic by means of a crashing train, you would not be able to proceed in the same way according to today's view. Because as a mechanic you can be checked by nature. Whether someone has died despite or even because of medicine - that's where things get a little shakier! And when one reaches the spiritual and psychic spheres, one must bring with one's inner conscientiousness and, above all, the most earnest and strict sense of truth if one wants to conduct supersensible research, for then it is easy to mistake fantasy for reality.

But something very special happens when one acquires the method for spiritual research in this way through inner soul education and soul training. What happens is that one comes closer to the things of the world than one does as an external naturalist. For you see, that is precisely the remarkable thing about the more materialistic natural science of modern times: on the one hand, it places itself before the world of facts of the outer senses, but, by creating ideas for itself in natural laws, this outer sense world, it has increasingly become more and more intellectualized, theoretical, and divorced from reality, so that the newer researchers of worldviews no longer know how to connect the ideas they concoct with reality. They often research whether the ideas that man carries in his soul still have anything to do with external reality. This is the tragedy of the modern, scientifically oriented worldview: people may profess this worldview; they want to deal with reality, with mere external reality, and they come away from this external reality precisely through their ideas. They no longer have the living connection, the connection of the whole human being with living reality. They want to go for reality and grow out of reality. One arrives at abstract intellectualized soul content. And so it happens that the more man grows into materialism, the more he grows out of reality.

If one now sets out on the path of spiritual research, one immediately has the inner experience: you immerse yourself in reality; you do not just stand there looking at your object, but you immerse yourself in this reality with your entire soul life; you become one with reality. That is why spiritual science, as it is meant here, can never exist without one beginning to love and loving more and more the thing one wants to know. Spiritual science is at the same time something that, when it asserts itself in our soul, permeates us with love for the world; which cannot be at all, even though it strives for mathematical clarity in the formulation and shaping of ideas, without seizing the whole human being, the feeling and the will. Therefore, I may say: the practical testing of what follows pedagogically and didactically from spiritual science is actually the only thing that can be valuable to us. Because talking about something, no matter how beautiful the theories are, when you are alienated from what you are talking about: that is basically easy and is the task that numerous world-view people and confession founders set themselves today. What is wanted here has nothing to do with that. Rather, it is precisely this immersion in reality and especially human reality that arises quite naturally in the wake of this spiritual science through nature, through the essence of this spiritual science.

And so it comes about that, above all, what arises through this spiritual science is a more intimate knowledge of the human being itself. Such a recognition of the human being that the one who now stands before the developing human being, the child - before this wonderful world riddle that is born, that in the first days of its external existence shows us the wonderful construction of a physical organism out of the spiritual and soul in every moment , and then, as it grows up, shows us how everything is formed out of the inner being, out of the soul and spirit, that the person who is now confronted with this living mystery of the world, this developing human being, as a teacher or educator, grows together with his task in such a way that one can truly say: Spiritual science is then the fire through which love for education and teaching is directly awakened. That is the goal of all our striving here: to get to know the human being.

But we cannot get to know the human being without getting to know him as he is becoming. And if we really want to get to know the human being as he is becoming, then we even have to enrich our language with a new word. For those who look a little deeper into the reality of life, all the languages of European civilization have only one word for the fundamental fact of life, and there should be two! They have one word. Now, if we go back to primeval times, to those times of human life that only old documents speak of in a mythical way, then we find something similar to what we need again: when we speak of the eternal, of the indestructible in the human being, as opposed to the destructible, perishable body. We need another word to accompany our word 'immortality', which points to the physical end of life; we need the word 'unborn'. For just as we pass through the gate of death with our eternal, spiritual part and live on in the spiritual world – a different life that can be seen through by spiritual research – we also step out of the spiritual world before we are born or conceived here, down to this physical embodiment on earth. We not only pass through the gate of death as immortals, but also come through the gate of birth as the unborn. We need the word 'unborn' in addition to the word 'immortal' if we want to fully grasp the human being in his essence.

What I am hinting at here can be found in my writings, explained from all sides. I can only give you the main features, so to speak, because I want to show you what becomes of human life and human feeling if we want to make such a view fruitful.

Imagine a teacher who, like our Waldorf teachers in Stuttgart, has gone through everything that can be experienced when spiritual science is allowed to take effect on the soul. Imagine him standing before the developing human being, the child. He has not only a gray theory, he has this as a living purpose in life: he says to himself, “The souls have descended from spiritual worlds, these souls on which I now have to work.” And now, from the pedagogy and didactics that follow from spiritual science, knowledge is imparted to him about how these souls can be treated from year to year, from month to month. And I may perhaps give you an idea, since you are all educators of young people, based on a small detail, which in my case is the result of more than three decades of research. This idea, if it does not remain an idea, does not remain a thought, but when it becomes a living activity in the educator and teacher, it evokes a remarkably stimulating relationship between the teacher and the pupil, between the educator and the child to be educated. You see, today in psychology there is much talk about the relationship between the physical and the spiritual. And there are theories that say how soul and body are to interact. But these things are not studied. We do not have the method of spiritual science by which one can study these things. Because one has to study them in detail. You cannot talk about the relationship between the human soul and the body by rambling in generalities, but you have to know all the details. Details of the soul affect details of the human body. I will only hint at which of the individual ideas around which the matter revolves I actually mean.

We first observe the child before they start school. We know that they initially have what are known as milk teeth. From the age of six to eight, they then produce their permanent teeth. This is an extraordinarily important period in the life of someone who does not just observe the outer human being, but observes the whole human being through spiritual science. It is no coincidence that this period coincides with the one in which the child is handed over to the primary school. For what finally pushes through as teeth comes from forces that are present in the whole human being and are active in the whole human being; and that is, so to speak, the final point; when these second teeth appear, an end is put to something that has been active in the human organism until then. That which was active there has gone as far as the emergence of the teeth.

Now, anyone who observes human life more deeply will find that, from a certain stage of human life onwards, memory, and in particular the ability to combine and to imagine, takes on a very specific structure. What later becomes intellectual life particularly emerges from this stage of life onwards. And if we now follow what takes place in the soul and spirit of the child up to the point in time when the second teeth mainly shoot out, if we follow this quite appropriately, as one follows a natural object under the microscope, what becomes of the soul when the teeth are out? then you discover that it is the same power that first flooded and permeated the organism and then emancipated itself from the organism and became free in the soul to become the intellectual faculty.

You observe the child from the age of seven or nine, his life of soul and mind, and you say to yourself: What now emerges as mind has previously, when it was still in the subconscious, worked in the organism. That was active as soul in the body.

I will now summarize something for you that, as I said, is the result of more than three decades of research. You have observed in a very concrete way how the soul works in the body, although it does not appear in its original, natural form until the first seven years. This is how it is everywhere with our spiritual science. Based on strict research principles, it talks about the relationship between soul and body, not philosophically and rambling, but according to concrete results, how the individual soul, in this case the mind, first worked on the body. We follow how the mind works inside the body and gradually organizes the body until the teeth have erupted.

And so it can be done over and over again, and one can come to an understanding of the whole human body from the spiritual-soul realm. Here, theories are not constructed about the interaction of soul and body. Here, not only the human being present in a particular period of time is observed, but the whole human being is followed. One cannot ask: How do soul and body interact from birth to the change of teeth? For that which has been working there only appears externally from the seventh to the fourteenth year of life. Then a new epoch begins. And so, step by step, spiritual science is used to study what this human being actually is. This does not result in the abstract, grey theory of man that we are accustomed to finding in the usual textbooks and manuals; it gives us something that fills us with the realization of how we are filled with something in an individual, personal relationship with what we encounter in life and what interests us directly from life.

This opens our eyes to the development of the human being, the child: how the soul of the child develops more and more in the outer body. And this ignites the will to approach this developing child in the pedagogically correct way. Then one acquires the ability to say how the developing child actually stands in relation to what is to be offered to him.

You see, we teach our children to read and write. If we disregard certain primeval times of humanity, when reading and writing was still very close to human perception – I am only thinking of the old pictographic scripts – and look at our times, at our times of civilization – and we must, after all, live in them and educate ourselves in them – yes, what are our characters, what are our letters, if not something that is very far removed from the original, elementary, childlike experience! The child is actually introduced to a world that is quite foreign to him if he is to learn to read and write. It is not the same with arithmetic, because that is more human. Counting is much more closely related to the original and elementary human soul than reading and writing. Writing has developed further, and pictures have become signs through which one enters a foreign world.

Now, based on our essential insights into human nature, we have planned for our Waldorf curriculum that the child, by being educated and taught in the primary school in the beginning, learns to write from the artistic comprehension of writing and then learns to read from writing. So we do not introduce the child to foreign characters, but we seek out the way from the child's nature – which gives us spiritual scientific guidance to recognize it more precisely: How does the hand want to move? What does the hand experience when it makes a stroke, an action? We let the child draw. We let the child develop what is connected with its elementary nature; and only from that do we develop the written characters. So we start from life and lead to the abstract. We avoid bringing the intellectual element to the fore in any way. We start from life.

And we also start from life in such a way that, for example, we do not bring into the curriculum the kind of alternation that some people find so beneficial, where something different is done in every lesson. Instead, we work on a particular subject in the main lessons until the child has mastered it, until the child has understood it. Therefore, we do not have a curriculum of lessons, but for the main school subjects we have a curriculum that remains the same for about three months. Of course, this excludes languages and so on.

And then we try to fit everything that needs to be learned into the time when the child can develop the subject of its own accord. For example, we try to study everything that follows from the fact that what has been working in the organism at first, then stops working when the teeth change, coming to fruition from year to year in the eighth, ninth, tenth year. We observe what we can teach the child in a particular year, starting from the very first rudiments of observation of nature and historical life. We try to put into practice what is often said today, but which must remain abstract. The pedagogy that we have today is not to be criticized. I have the highest regard for what is available in the way of theoretical education and pedagogical instructions. I do not believe that we can add anything essential to that. But in what we can add from spiritual science because it is a living thing, that is in awakening the pedagogical approach, the didactic, in the utilization of precise human knowledge in the child. Thus, if guided by the insights of spiritual science, one can carefully study how around the age of nine a very important phase takes place in the child's soul. Until then, the child is actually always in such a state that it does not differ significantly from the environment. Around the age of nine, the child begins to differ from the environment to such an extent that from then on we begin to talk about plants and animals quite differently than before. And history lessons should only be taught in a fairy-tale or legendary way, in a pictorial way. They should only be taught at all – even in the very early stages – after the child has learned to distinguish itself from its environment, so around the age of nine.

Thus, through spiritual science, we strive to understand the human being in principle – not only in general pedagogical and didactic terms – and this shows us what we have to accomplish for the developing human being day after day. But all this still has something of thinking, of the conceptual, about it. Something much more important is the other.

Just think about what it means for education if you take the view that we have before us in man only the highest being in the animal series, and we have to develop in him what he receives through physical birth. Through spiritual science, on the other hand, the teacher starts from the basis that A spiritual being has descended from the spiritual world; it has embodied itself in a physical human being. It has brought spiritual substance from the spiritual world and combined it with what comes from the hereditary stream. We have this whole living human puzzle before us and have to work on its development. — How one is overcome by a tremendous reverence for the developing human being! For awe-inspiring stands before us, what the gods have sent down to us from heaven to earth.

And the second feeling that creeps up on us when we face the child is an enormous sense of responsibility; but a sense of responsibility that carries us, that really gives us strength and will to educate and teach. It is therefore something that can enter a person alive. I do not want to be misunderstood. What I mean is that what enters the human being as life – not as theory, not as theoretical pedagogy, not as doctrinaire pedagogy – that is what comes to us through spiritual science. For spiritual science does not just want to reflect the general life of the world in ideas; it wants to enable human beings to partake in this general life of the world. That is why things that arise from spiritual science play a role in educational activities that are based on it, and that we only really notice when we engage with this spiritual science.

We often find ourselves in a position where we have to say something to children that initially goes beyond their understanding when we teach it to them in concepts. Let us assume that we want to teach a child about the nature of the immortal human soul. Those who have experience know how difficult this is if we want to take the matter responsibly and reverently. Let us assume – I want to start from a comparison – we look at a butterfly pupa. We say to the child: Look, the butterfly will fly out of this chrysalis; you will see the butterfly when it comes out of the chrysalis. It is the same with the human soul; the human soul leaves the chrysalis of the body at the moment of death. You just cannot see this soul. An image presents itself to the children.

People often think that if someone does something in this way, it is the same as if someone else does it. Spiritual science shows us that this is not the case. If I have to think about it first to realize that the butterfly pupa with the butterfly flying out is an image for the immortal human soul, if I, because the child is more stupid than I am, I cobble together the image and bring it to him so that he can understand immortality – if you approach the child with this attitude, you are not teaching the child. Only if you believe in the image yourself, you are teaching the child the right thing. And I will be quite honest with you: for me, based on spiritual science, this is not a pieced-together image, but a fact; the human soul goes through what the butterfly shows in the image. And it is not my intellect that has found in this butterfly the image for immortality, but rather: at a lower level of nature, the same process is present. The image is made by nature, by the spirit of nature itself. I do not create the image, but I believe that in the butterfly emerging, nature's creative powers represent the same as the human soul leaving the body. I do not believe that the child is stupid and I am clever, but I place myself on the same level because I have honestly gained what I say to the child in consciousness. I must believe it to the same extent and in the same way that I want to teach it to the child. Then there is something imponderable, then it is really my soul and the child's soul, which at that moment are still connected by quite different forces than by the words that live in concepts and thoughts and theories. This connection with the developing child's soul through such things is often what matters.

And again we see how, in recent times, many things have been misunderstood in a one-sided way. People have striven more and more to teach children only what they can understand. But in so doing they descend more and more into the most dreadful triviality. Just think how banal and ordinary things would have to be presented in order for a child to understand them! And when you look at the method books that describe how to teach children, you will be horrified at the banalities you are supposed to inflict on children.

There is one thing that is so important and meaningful for human life that we simply do not know. When we get to know human life, it is like this: sometimes, perhaps at the age of thirty-five, we remember something we may have learned in the eighth year. If we have learned it correctly, from the right spirit, we know it as clearly as if it had happened yesterday. You also remember: You did not understand that, you accepted that on authority. — You felt that: I am younger, the teacher is older, he understands it, I do not understand it. Now, at thirty-five, the whole thing comes up again. Now you understand it because you have matured. Once people appreciate what it means when, in later life, you feel empowered by your own maturity to understand something that you used to believe only because you respected the person who told you, because he was an authority — if people would only grasp this, then they would also be able to appreciate what it means when spiritual science says: you have to look at the child as it develops up to about the age of seven, and you will find that the child is above all an imitator. It does everything that those around it do. This is a basic law of human nature developing during these years. You cannot educate by admonishment, but only by example, right down to the thoughts. Those who have impure thoughts in their childhood have a bad effect on children. For the souls have a subconscious connection. So, right down to the thoughts, everything is experienced by the child up to the change of teeth in an imitative way and is incorporated into the whole human being by imitation.

But then, with the change of teeth, with the entry of the intellectual part of the soul, begins what the human soul wants until sexual maturity: devotion to an honored authority. This should be said especially to our time, that it corresponds to a human law of development. The child can absorb truths during this time because it sees that the honored authority depends on these truths. Those who have not experienced absorbing truths out of a sense of authority, roughly from the ages of seven to fourteen, can hardly stand on their own two feet in life as independent and free human beings, for they have not developed the right relationship between people in their humanity!

Therefore, our educational philosophy is based on the fundamental principle that up to the age of seven, education and teaching should be based on imitation. The teacher in the primary school up to the age of fourteen then finds himself so isolated that he is the only authority. It has an enormous significance for life if one can later remember: Through your own maturity, you have now achieved something that was instilled during your school days. This gives a special strength. In this way, schooling and education have an effect on later life, when the teacher, through the authority that is taken for granted, teaches the child what he will only understand later. In general, it is easy and plausible for superficial observation: one only wants to teach the child what he understands. But then one makes people old early. One destroys life. One does not give the human being the right earthly substance for later life.

With these truths, I only wanted to make it clear how, not from theoretical pedagogy, but through what a person can become by permeating themselves with spiritual science, in the human relationship, that is achieved for the child, which we would like to add to what the pedagogy of the 19th century has produced in terms of the magnificent, in terms of very magnificent principles. Spiritual science wants to fertilize life out of the need of our time, because it is a recognition that permeates the human being completely in his innermost being. Therefore, this must be carried out in every detail. Our teachers and educationalists should work from the direct knowledge of the human being. Therefore, anyone who says that we want to introduce a new confession, a world view, into the school is judging us badly.

At our Freie Waldorf School in Stuttgart, whose top management I am in charge of and which I have to inspect from time to time, I said from the outset: It is impossible for us to bring the content of a world view into the school. Protestant children are taught their faith by Protestant pastors, Catholic children by Catholic pastors. Dissident children can remain dissident children. When a whole number of these children or their parents came to us and said: Yes, what you teach the children awakens in them the feeling that they should also receive a religious impulse - so the dissident parents came, not just those who belong to any confession; the present confessions do not manage to create such a strong religious need. We were forced to set up general religious education classes because the children educated in the anthroposophical tradition had a religious need arising from the spirit of our teaching and because the children of dissident parents did not want to send their children to religious education classes within a confessional framework. The children who receive these classes would otherwise have received no classes at all. And as I said, Catholic children receive Catholic religious education and Protestant children receive Protestant religious education. We can, because we do not want to bring a particular worldview into the school, be tolerant in the true, genuine sense in this regard. And this tolerance truly bears good fruit in practice. For what we are seeking is not to bring a worldview or confession into the school, but a practical pedagogy and didactics that can come from spiritual science and only from spiritual science. We have a purely objective educational interest in setting up our school and not in promoting any particular worldview. And anyone who claims that we promote a worldview out of our spiritual science, anyone who claims that, is lying. Only someone who knows how we want to serve nothing but practical life through that which, in the face of this life, does not stand in unworldly distances, but precisely through this knowledge, as I have just described to you, is connected with practical life, judges what we want correctly.

That is why we have included eurythmy in the curriculum as a compulsory subject. You will not think me so foolish as to object to the beneficial effects of gymnastics, which were rightly emphasized in the 19th century. But the time will come when people will think more objectively about these things. Then it will be found that gymnastics does correspond to human physiology; it introduces those physical movements into the child, into the human being, that correspond to the study of the human body. But we do not add to this, by contesting gymnastics – our eurythmy.

What is this eurhythmy? It is, first of all, an art, as presented here in public performances. But in addition, it also has a hygienic-therapeutic element and, furthermore, a strong pedagogical-didactic element. It is not based on some invented gestures - through random connections between external gestures or facial expressions and what is going on in the soul - but on what can be gained through careful study by what I would like to call, in the spirit of Goethe, “sensual-supersensory observation”. If we study the human speech organ more from within and see with our senses what takes place, not in movements or modulations, but in the potential for movement, then we can apply this to the whole human being, entirely in keeping with the principle of Goethe's theory of metamorphosis. Goethe sees the whole plant only as a more complicated leaf. What Goethe explained with regard to forms in his morphology and what will only be appreciated later, we try to apply functionally in human activity in an artistic way. We move the whole human organism or groups of people in such a way that it is derived from spoken language. That is, we make hands, legs and heads perform movements that correspond to the movement tendencies of the larynx and its neighboring organs. We make the whole human being into a larynx, so to speak, and thus create a soundless but visible language – not a sign language that comes from the arbitrariness of the imagination. We create a language that we transfer to the human being and his movements. It is formed just as lawfully – only formed through study – as it is formed by nature, which is carried out by the larynx and neighboring organs.

And when we have a short demonstration by children after a short break, so that the pedagogical-didactic element is also expressed, you will see that this eurythmy is not only an art but also, at the same time, soul-filled movement. Every movement is not performed out of physiological insight, but out of an understanding of the connection between body and soul. Every movement is inspired, as the sound is inspired. The whole human being becomes a speech organ. That is why it also reveals what can be artistically shaped in poetry. Today people have no idea that the content of prose is not the main thing in poetry. Ninety-nine percent of poetry today is superfluous! What poetry is based on either the shaping of language in the Goethean manner or on the rhythm of language – one need only refer to Schiller; many other examples could be cited. Schiller said that poems such as 'The Diver' or 'The Walk', for example, did not first live in his soul in prose, but rather something like music, something like a picture, something visionary lived in him. And it was only from this wordless-melodious, from the wordless-pictorial that Schiller and also Goethe formed the words, added them, as it were, to the wordless or musical or inwardly plastic. And so we are also compelled, when recitation is required, for example, to fall back on the rhythm of ordinary speech. For you will hear that the eurythmic presentation — as I said, the human being as a living larynx on the stage before you, moving — will be accompanied on the one hand by recitation and on the other by music. It can also be accompanied by what is not expressed with the poetry. But then it must not be recited in the way that reciting is done in our unartistic age, when the content of the poetry is simply taken from the depths of the soul. Rather, it is precisely the beat and rhythm and the connections that are formed in rhyme, that is, the actual artistic element, that must be expressed in the recitation. For eurhythmics could not be accompanied by the usual unartistic reciting of today. Therefore, eurhythmics will also have a healing effect on what is declining in our other arts.

Above all, you will be interested to know that eurythmy has an educational and didactic element. Gymnastics are excellent for people, but they only develop the outer, physical organism. As a compulsory subject in schools, eurythmy has an effect above all on what I would call the initiative of the will, the independence of the human soul. And this is what we actually need for the next age of humanity. Anyone who looks into the chaos of our social conditions today knows that, above all, people lack this soul initiative.

I have already said that the teacher and the educator cannot manage without the consciousness that can fill them with reverence, but also with responsibility: that they have to work on the souls that come from the spiritual world, but in such a way that the next generation enters the world in the right way. Anyone who looks at the world today already feels how important it is what we, as the next generation, bring into the world. And that is why one has such inner satisfaction when one can see how, without bringing a worldview into the school, our teachers, for example, treat anthropology in the fifth grade: not in a dry sense, not anthropological-theoretical knowledge, but in such a way that what one brings to the children as a first anthropology is permeated and warmed by the spirit. If you teach the children in this way, they begin to be present in a completely different way during the lessons; they establish something in themselves that will remain with them for the rest of their lives.

Likewise, I had the deepest satisfaction when our seventh-grade teacher developed history in this spiritual-scientific way in front of the children – but as I said, not spiritual science, but history treated in a spiritual-scientific-methodical way. In this way, what would otherwise remain more or less foreign to the children is transformed into something that the child knows directly related to its own being. And in this way a bridge can be built everywhere between what the child experiences from the developmental process of humanity and what can inspire the child to become a useful member of the future of humanity.

I wanted to begin with these few words before the eurythmy performances. And now, at the end, I would like to say once more: when I look at people like Spitta, at what can flow from a renewal of spiritual life, when I look at this and am moved to express a value judgment about spiritual science, let me express my joy. This joy is certainly shared by those here at the Goetheanum and those working from the Goetheanum who have set themselves spiritual-scientific, anthroposophical tasks. And I do not hope that it could be absolutely the only right thing to wish you, after you have had the kindness to listen to me for five quarters of an hour and after you will still have the kindness to watch the eurythmic performance and listening to what is played and recited — after that you will still need to recover from the “shock” you have suffered, according to the words of the English journalist, in a period of six days!