11512Waldorf and Education
- Oct 1, 2006"In April of 1919, Rudolf Steiner visited the Waldorf Astoria
cigarette factory in Stuttgart, Germany. The German nation, defeated
in war, was teetering on the brink of economic, social, and
political chaos. Steiner spoke to the workers about the need for
social renewal, for a new way of organizing society and its
political and cultural life.
Emil Molt, the owner of the factory, asked Steiner if he would
undertake to establish and lead a school for the children of the
employees of the company. Steiner agreed but set four conditions,
each of which went against common practice of the day: 1) that the
school be open to all children; 2) that it be coeducational; 3) that
it be a unified twelve-year school; 4) that the teachers, those
individuals actually in contact with the children, have primary
control of the school, with a minimum interference from the state or
from economic sources. Steiner's conditions were radical for the
day, but Molt gladly agreed to them. On September 7,1919, the
independent Waldorf School (Die Freie Waldorfschule) opened its
Parents, teach your children well. Well folks Steiner looked over
the essay below by Lessing, "The Education of the Human Race" and
discovered, literally what he had suspected, the path of education
must include the stages of review through the childhood of humanity
as a review of the progress of the individual I AM. The breaking
down of the grades and education as the unfolding etheric memory of
humanity was part of the startling awakening of first dawning gifts
of the Etheric Christ event. Therefore for the ripening of the Human
Race Lessing thought that humanity must be progressing on the great
inner development path of reincarnation. Lessing thought it
possible, and to Zarathusta/Jesus and Steiner it was part of the
awakening science of the Resurrection.
What Lessing thought:
"It is so! The very same Way by which the Race reaches its
perfection, must every individual manone sooneranother laterhave
travelled over. Have travelled over in one and the same life? Can he
have been, in one and the selfsame life, a sensual Jew and a
spiritual Christian? Can he in the self-same life have overtaken
Surely not that! But why should not every individual man have
existed more than once upon this World?
Is this hypothesis so laughable merely because it is the oldest?
Because the human understanding, before the sophistries of the
Schools had dissipated and debilitated it, lighted upon it at once?
Why may not even I have already performed those steps of my
perfecting which bring to man only temporal punishments and rewards?
And once more, why not another time all those steps, to perform
which the views of Eternal Rewards so powerfully assist us?
Why should I not come back as often as I am capable of acquiring
fresh knowledge, fresh expertness? Do I bring away so much from
once, that there is nothing to repay the trouble of coming back?
Is this a reason against it? Or, because I forget that I have been
here already? Happy is it for me that I do forget. The recollection
of my former condition would permit me to make only a bad use of the
present. And that which even I must forget now, is that necessarily
forgotten for ever?
Or is it a reason against the hypothesis that so much time would
have been lost to me? LostAnd how much then should I miss?Is not a
whole Eternity mine? "
Aside from our discussions on this list, where the Ahrimanic and
Luciferic influences in human beings go ballistic on the inclusion
of reincarnation and let alone the facts that Zarathustra and
Steiner had accurate science of the I AM down to a science...This
accomplished Biblical Initiation Science literally enrages the
Ahrimanic latent in the soul of humanity. The path of Waldorf
Education reawakens the etheric memory forces that are rooted in
each child, so that they remember, they bring forth from the depths
what they had already experienced from the etheric memory of
humanity. The Christ Being holds this vast Etheric Memory of
humanity and Waldorf Education carries the new Etheric Christ event
gift right down to the roots of childhood. How can we explain the
dumbing down of education that has produced the doctrine of
materialism and given to us all of these so called highly educated
main stream media menaces and know nothings, these clever
On one hand with all seriousness we have to examine the role and
goal of what you immerse your children in. We can prove clearly that
Waldorf is riding the wave of the New Etheric Christ event, that
brings with it the restoration and cohesion of education. This
education resides in the etheric memory of humanity. Without a
shadow of a doubt the structure of public education and university
education shatters, crushes and defracts the etheric cohesion of
memory and leaves humanity compassless. This can be proved and I
have been both public school and Waldorf School teacher.
We immerse our children in the failed folk soul element of main
stream mass media, which is the surrogate supplement for what had
once existed as actual peasant soul wisdom. Our world wars in the
20th century had the goal of destroying the peasant wisdom that once
anchored humanity in the etheric wholesomeness of the world. The
Etheric Christ experience of the 20th century was the antidote to
this loss. Today MSM represents the placebo and cardboard soul, an
overhanging replication and fake soul of the people spread out as
Main Stream Media or MSM. These uncohesive and disjointed
sputterings and fragments of thought are touted and taught in every
grade school, highschool and at every university. Every parent
squirms and wiggles for their little Johnny and Jane to become one
of the dumbed down, morons that have lost their compass, but still
long to fit in and get a paycheck nor matter what corporate slavery
is offered. I will show you directly the horrific bind we are in
Now I could go into a long and clear cut relation between baby
formula and baby nutrition supplements. I could develop clearly the
relation of language to mother's breast milk, and how the bridge
from astral to etheric is so wonderfully and Freudianly bridged, but
it would require actual cognitive foundations and might disturb the
But it must become crystal clear to the soul life that when Lessing
and Steiner and Waldorf Education arose, the destruction and demise
of instinctual peasant wisdom and the dawning of corporate and
industrial education with its tainted Ahrimanic tinge, invaded the
soul life of humanity with an intense force. The Etheric Christ
Event of the 20th century was the antidote to this overwhelming
force. And the new forces in the Etheric life of humanity were
brought to Waldorf Education through conscious Biblical Initiation
Science. I shall offer to you vivid proof of the intimate secrets
involved with public education and why humanity can no longer
produce crops of human beings with the will to navigate or develop
their own compass towards the foundations of the world. A disrooted
and disconnected numbness and dependency on corporate lies and
corporate materialism has infected the West.
Steiner was such an accurate scientist that he traced some aspects
of education to Comenius, but as can be clearly understood,
Ahrimanic forces are enraged when humanity approaches the accuracy
of the Science of the Spirit. It isn't that Spiritual Science is in
error, it is rather that the MSM, that replaced the soul foundation
of the instincts and the heart, (with well placed corporate ads)has
ripped apart the deeper moorings and anchor of wisdom of the human
heart that lived in the foundations of Classic wisdom.
It is very clear how Steiner answered the problem that he saw coming
and that most of us have avoided looking at. Steiner was advanced
enough to mine the new frontiers of the I AM, the same frontiers
that Christ/Jesus initiated as so called miracles. Steiner brought
conscious science, biodynamics, Waldorf Education, Eurythmy and
these are just limited results of Resurrection Science, compared to
the Spirit Man that was won by Zarathustra's engaging initiate
wisdom in the Jesus destiny. Wholly new areas of the conscious
reality of the I AM and the vast Etheric gifts of the Risen Etheric
Christ are longing to enter the hearts and minds of humanity.
It must be stated clearly that laziness and inertia in parents and
their karma and their own lack of education and their own cold
materialism which insists that every child be dunked into a
university and a schooling that is filtered with standardized
dumbing down, serving the confusing and diorientating of the soul,
that forces the compass and innate cosmic north of the soul to go
completely off course. In corporate lingo when either profits or
disaster hits the books, it is said that everything went south. That
is away from the true North of the soul. The Michael thinking and
upright North of the human I AM. MSM, motivated by corporate
industrial reasoning, (ahrimanic intellectual soul intent note
Stephen Hawkings) verifies that the course to be taken and the
thinking to be absorbed and worshipped is opposite in direction to
the meaning of the soul innate capacities of the spirit.
Along with Lessing, it must be noted that as Zarathustra/Jesus
plunged with Christ into the depths of Spirit-Self, Life-Spirit and
Spirit-Man, miracles that are absolute science, that Ahriman fears,
and the defeat of death's unconscious obliterating sting, brought
the secrets, well before Jesus incarnated, of the science of the
reincarnating soul and education as a process of recollecting and
regathering the experiences each of us had in the Etheric memory of
humanity. We are simply addressing here, correctly, Biblical
Initiation Science and Lessing tried to walk himself through this
without any special esoteric insights. But Biblical Initiation
Science is Spiritual Science. And Ahriman's rulership over the
limits of thinking and the limits to each human beings developments
has been utterly shaken and destroyed because souls like Steiner and
Zarathustra/Jesus built a path to the core of Spirit Man on Earth.
If you have religious moodiness about the name Jesus and the mood of
prayer and the reflexive habit of devotion and are annoyed that we
can use the connection of words, Zarathustra/Jesus instead of merely
saying sweet Jesus, you have a blockage in your soul that is tainted
with refusal to approach Spiritual Science and overcome the
materialism that envelopes you. You pass this onto your children
because you have been too lazy or karmically unable to think these
things through. Biblical Initiation Science is the Bible and the
biography of Zarathustra/Jesus.
Reincarnation is the law invovled with the incarnation of Jesus. The
Science of the human being does involve the I AM, the astral body,
the etheric body and the physical body. Christ is vaster and is the
Group Soul of I AMness. All that I Am's can do and are, the
prototype of this I AM was the Christ and is now the cohesive force
of the Etheric Christ Being who had penetrated humanhood to the very
depths of the bones. So if you have a problem here, you need to work
on it, Spiritual Science doesn't need to play footsie with your
emotional issues, you need to build a depth of insight into what a
human being is and face the issues of Education with clarity and
stop being cowards with what your own children have sought from this
incarnation. As a teacher I can tell you that they do not seek to
have their compass spun around opposite to the direction of their
"One of the principal reasons we got into the mess we're in is that
we allowed schooling to become a very profitable monopoly,
guaranteed its customers by the police power of the state.
Systematic schooling attracts increased investment only when it does
poorly, and since there are no penalties at all for such
performance, the temptation not to do well is overwhelming. That's
because school staffs, both line and management, are involved in a
guild system; in that ancient form of association no single member
is allowed to outperform any other member, is allowed to advertise
or is allowed to introduce new technology or improvise without the
advance consent of the guild. Violation of these precepts is
severely sanctioned--as Marva Collins, Jaime Escalante and a large
number of once-brilliant teachers found out.
The guild reality cannot be broken without returning primary
decision-making to parents, letting them buy what they want to buy
in schooling, and encouraging the entrepreneurial reality that
existed until 1852. That is why I urge any business to think twice
before entering a cooperative relationship with the schools we
currently have. Cooperating with these places will only make them
The structure of American schooling, 20th century style, began in
1806 when Napoleon's amateur soldiers beat the professional soldiers
of Prussia at the battle of Jena. When your business is selling
soldiers, losing a battle like that is serious. Almost immediately
afterwards a German philosopher named Fichte delivered his
famous "Address to the German Nation" which became one of the most
influential documents in modern history. In effect he told the
Prussian people that the party was over, that the nation would have
to shape up through a new Utopian institution of forced schooling in
which everyone would learn to take orders.
So the world got compulsion schooling at the end of a state bayonet
for the first time in human history; modern forced schooling started
in Prussia in 1819 with a clear vision of what centralized schools
Obedient soldiers to the army;
Obedient workers to the mines;
Well subordinated civil servants to government;
Well subordinated clerks to industry
Citizens who thought alike about major issues.
Schools should create an artificial national consensus on matters
that had been worked out in advance by leading German families and
the head of institutions. Schools should create unity among all the
German states, eventually unifying them into Greater Prussia.
Prussian industry boomed from the beginning. She was successful in
warfare and her reputation in international affairs was very high.
Twenty-six years after this form of schooling began, the King of
Prussia was invited to North America to determine the boundary
between the United States and Canada. Thirty-three years after that
fateful invention of the central school institution, as the behest
of Horace Mann and many other leading citizens, we borrowed the
style of Prussian schooling as our own.
You need to know this because over the first 50 years of our school
institution Prussian purpose--which was to create a form of state
socialism--gradually forced out traditional American purpose, which
in most minds was to prepare the individual to be self-reliant.
In Prussia the purpose of the Volksshule, which educated 92 percent
of the children, was not intellectual development at all, but
socialization in obedience and subordination. Thinking was left to
the Real Schulen, in which 8 percent of the kids participated. But
for the great mass, intellectual development was regarded with
managerial horror, as something that caused armies to lose battles.
Prussia concocted a method based on complex fragmentations to ensure
that its school products would fit the grand social design. Some of
this method involved dividing whole ideas into school subjects, each
further divisible, some of it involved short periods punctuated by a
horn so that self-motivation in study would be muted by ceaseless
There were many more techniques of training, but all were built
around the premise that isolation from first-hand information, and
fragmentation of the abstract information presented by teachers,
would result in obedient and subordinate graduates, properly
respectful of arbitrary orders. "Lesser" men would be unable to
interfere with policy makers because, while they could still
complain, they could not manage sustained or comprehensive thought.
Well-schooled children cannot think critically, cannot argue
One of the most interesting by-products of Prussian schooling turned
out to be the two most devastating wars of modern history. Erich
Maria Ramarque, in his classic "All Quiet on the Wester Front" tells
us that the First World War was caused by the tricks of
schoolmasters, and the famous Protestant theologian Dietrich
Bonhoeffer said that the Second World War was the inevitable product
of good schooling.
It's important to underline that Bonhoeffer meant that literally,
not metaphorically--schooling after the Prussian fashion removes the
ability of the mind to think for itself. It teaches people to wait
for a teacher to tell them what to do and if what they have done is
good or bad. Prussian teaching paralyses the moral will as well as
the intellect. It's true that sometimes well-schooled students sound
smart, because they memorize many opinions of great thinkers, but
they actually are badly damaged because their own ability to think
is left rudimentary and undeveloped.
We got from the United States to Prussia and back because a small
number of very passionate ideological leaders visited Prussia in the
first half of the 19th century, and fell in love with the order,
obedience and efficiency of its system and relentlessly proselytized
for a translation of Prussian vision onto these shores. If Prussia's
ultimate goal was the unification of Germany, our major goal, so
these men thought, was the unification of hordes of immigrant
Catholics into a national consensus based on a northern European
cultural model. To do that children would have to be removed from
their parents and from inappropriate cultural influence.
In this fashion, compulsion schooling, a bad idea that had been
around at least since Plato's "Republic", a bad idea that New
England had tried to enforce in 1650 without any success, was
finally rammed through the Massachusetts legislature in 1852. It
was, of course, the famous "Know-Nothing" legislature that passed
this law, a legislature that was the leading edge of a famous secret
society which flourished at that time known as "The Order of the
Star Spangled Banner," whose password was the simple sentence, "I
know nothing"--hence the popular label attached to the secret
society's political arm, "The American Party."
Over the next 50 years state after state followed suit, ending
schools of choice and ceding the field to a new government monopoly.
There was one powerful exception to this--the children who could
afford to be privately educated.
It's important to note that the underlying premise of Prussian
schooling is that the government is the true parent of children--the
State is sovereign over the family. At the most extreme pole of this
notion is the idea that biological parents are really the enemies of
their own children, not to be trusted.
How did a Prussian system of dumbing children down take hold in
American schools? Thousands and thousands of young men from
prominent American families journeyed to Prussia and other parts of
Germany during the 19th century and brought home the Ph. D. degree
to a nation in which such a credential was unknown. These men pre-
empted the top positions in the academic world, in corporate
research, and in government, to the point where opportunity was
almost closed to those who had not studied in Germany, or who were
not the direct disciples of a German PhD, as John Dewey was the
disciple of G. Stanley Hall at Johns Hopkins.
Virtually every single one of the founders of American schooling had
made the pilgrimage to Germany, and many of these men wrote widely
circulated reports praising the Teutonic methods. Horace Mann's
famous "7th Report" of 1844, still available in large libraries, was
perhaps the most important of these.
By 1889, a little more than 100 years ago, the crop was ready for
harvest. It that year the US Commissioner of Education, William
Torrey Harris, assured a railroad magnate, Collis Huntington, that
American schools were "scientifically designed" to prevent "over-
education" from happening. The average American would be content
with his humble role in life, said the commissioner, because he
would not be tempted to think about any other role. My guess is that
Harris meant he would not be able to think about any other role.
In 1896 the famous John Dewey, then at the University of Chicago,
said that independent, self-reliant people were a counter-productive
anachronism in the collective society of the future. In modern
society, said Dewey, people would be defined by their associations--
not by their own individual accomplishments. It such a world people
who read too well or too early are dangerous because they become
privately empowered, they know too much, and know how to find out
what they don't know by themselves, without consulting experts.
Dewey said the great mistake of traditional pedagogy was to make
reading and writing constitute the bulk of early schoolwork. He
advocated that the phonics method of teaching reading be abandoned
and replaced by the whole word method, not because the latter was
more efficient (he admitted that it was less efficient) but because
independent thinkers were produced by hard books, thinkers who
cannot be socialized very easily. By socialization Dewey meant a
program of social objectives administered by the best social
thinkers in government. This was a giant step on the road to state
socialism, the form pioneered in Prussia, and it is a vision
radically disconnected with the American past, its historic hopes
Dewey's former professor and close friend, G. Stanley Hall, said
this at about the same time, "Reading should no longer be a fetish.
Little attention should be paid to reading." Hall was one of the
three men most responsible for building a gigantic administrative
infrastructure over the classroom. How enormous that structure
really became can only be understood by comparisons: New York State,
for instance, employs more school administrators than all of the
European Economic Community nations combined.
Once you think that the control of conduct is what schools are
about, the word "reform" takes on a very particular meaning. It
means making adjustments to the machine so that young subjects will
not twist and turn so, while their minds and bodies are being
scientifically controlled. Helping kids to use their minds better is
beside the point.
Bertrand Russell once observed that American schooling was among the
most radical experiments in human history, that America was
deliberately denying its children the tools of critical thinking.
When you want to teach children to think, you begin by treating them
seriously when they are little, giving them responsibilities,
talking to them candidly, providing privacy and solitude for them,
and making them readers and thinkers of significant thoughts from
the beginning. That's if you want to teach them to think. There is
no evidence that this has been a State purpose since the start of
When Frederich Froebel, the inventor of kindergarten in 19th century
Germany, fashioned his idea he did not have a "garden for children"
in mind, but a metaphor of teachers as gardeners and children as the
vegetables. Kindergarten was created to be a way to break the
influence of mothers on their children. I note with interest the
growth of daycare in the US and the repeated urgings to extend
school downward to include 4-year-olds. The movement toward state
socialism is not some historical curiosity but a powerful dynamic
force in the world around us. It is fighting for its life against
those forces which would, through vouchers or tax credits, deprive
it of financial lifeblood, and it has countered this thrust with a
demand for even more control over children's lives, and even more
money to pay for the extended school day and year that this control
A movement as visibly destructive to individuality, family and
community as government-system schooling has been might be expected
to collapse in the face of its dismal record, coupled with an
increasingly aggressive shake down of the taxpayer, but this has not
happened. The explanation is largely found in the transformation of
schooling from a simple service to families and towns to an
enormous, centralized corporate enterprise.
While this development has had a markedly adverse effect on people
and on our democratic traditions, it has made schooling the single
largest employer in the United States, and the largest grantor of
contracts next to the Defence Department. Both of these low-
visibility phenomena provide monopoly schooling with powerful
political friends, publicists, advocates and other useful allies.
This is a large part of the explanation why no amount of failure
ever changes things in schools, or changes them for very long.
School people are in a position to outlast any storm and to keep
short-attention-span public scrutiny thoroughly confused.
An overview of the short history of this institution reveals a
pattern marked by intervals of public outrage, followed by
enlargement of the monopoly in every case.
After nearly 30 years spent inside a number of public schools, some
considered good, some bad, I feel certain that management cannot
clean its own house. It relentlessly marginalizes all significant
change. There are no incentives for the "owners" of the structure to
reform it, nor can there be without outside competition.
What is needed for several decades is the kind of wildly-swinging
free market we had at the beginning of our national history. It
cannot be overemphasized that no body of theory exists to accurately
define the way children learn, or which learning is of most worth.
By pretending the existence of such we have cut ourselves off from
the information and innovation that only a real market can provide.
Fortunately our national situation has been so favourable, so
dominant through most of our history, that the margin of error
afforded has been vast.
But the future is not so clear. Violence, narcotic addictions,
divorce, alcoholism, loneliness...all these are but tangible
measures of a poverty in education. Surely schools, as the
institutions monopolizing the daytimes of childhood, can be called
to account for this. In a democracy the final judges cannot be
experts, but only the people.
Trust the people, give them choices, and the school nightmare will
vanish in a generation."