WALDORF / STEINER 

NEWS ARCHIVE

July 1, 2010

to

September 30, 2010

This site supplements Waldorf Watch.

To go to Waldorf Watch itself, please click here:

Waldorf Watch.

The news items below are presented in reverse chronological order — newest first, oldest last.

Please excuse a certain amount of repetition in the contents of this archive. Items that now appear close together on the screen may have originally been separated by intervals of several days.

Many of the items in this archive generalize about Waldorf schools, describing them as Rudolf Steiner and leading Waldorf representatives have said they should be and as evidence shows they often are today. Not all Waldorf schools, Waldorf charter schools, and Waldorf-inspired schools conform to this model precisely. To evaluate an individual school, you should carefully examine its stated purposes, its practices (which may or may not be consistent with its stated purposes), and the composition of its faculty.

— Roger Rawlings

"I would also suggest looking into Waldorf schools once your child is ready for school. They are wonderful for children with ADHD [attention-deficit hyperactivity disorder]! Rudolf Steiner's methods are simple, logical, functional and traditional and yet they produce simply amazing results at the same time. They are based on experiential learning methods which work very with well for children with ADHD."  

[9-29-2010 http://pagingdrgupta.blogs.cnn.com/2010/09/29/adhd-is-a-genetic-condition-study-says/] 

Some Waldorf schools and related Anthroposophical communities (often called Camphill) try to provide therapy for challenged children. Their efficacy is open to question. 

“That little girl L.K. in the first grade must have something really very wrong inside. There is not much we can do. Such cases are increasing in which children are born with a human form, but are not really human beings....” — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 109.

"My daughter goes to a Waldorf-inspired charter school whose highest grade this year is 5th grade. Recently my fifth grade daughter’s class and all the girls went into the woods with a counselor for group discussion. The counselor told them this is a secret conversation. Also, that no one in the group can talk about what is discussed in the group — not even to their parents. I find the last part disturbing. My daughter is in therapy for sexual molestation and other abuse issues. The therapist tells my kids that there can never be any secrets from parents. Now the school is telling them different. What would you do?" 

[9-29-2010  http://powerfulpresentationsecret.com/essentials-of-public-speaking/is-this-proper-for-a-school-to-do]

Confidentiality can be important in any form of counseling — participants need to know they can speak openly and freely with one another. Still, for a Waldorf-inspired school to tell children to keep secrets from their parents is troubling. Waldorf schools are full of secrets, information withheld from students and parents alike. At its core, this secrecy centers on the occult doctrines handed down by Rudolf Steiner. Waldorf teachers generally keep mum about these doctrines even as they covertly try to instill them or their effects in the hearts and minds of their students. Steiner coached Waldorf teachers in secretiveness; he worried about the opinions outsiders would form of the school. 

"Yesterday, I was sitting on pins and needles worrying that the visitors would think the history class was too religious." — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER  (Anthroposophic Press, 1998), p. 655. 

 And he considered students' parents to be outsiders. 

 "[W]e should maintain a kind of school confidentiality. We should not speak to people outside the school, except for the parents who come to us with questions, and in that case, only about their [own] children." — Ibid., p. 10. 

[See “Secrets: Some of What You Aren't Supposed to Know” and "Spiritual Agenda".]

"Waianae [Hawaii] is not the first place people usually think of when it comes to progressive food movements, but that is what has been going on at Kahumana Farms for more than 30 years. The farm is rooted in the philosophy of Waldorf Schools founder Rudolf Steiner ... Steiner looked to [farming] and agriculture as the route back to well-being, considering the farm not only as a place of physical sustenance but a place that encourages personal growth and community consciousness." 

[9-29-2010  http://www.staradvertiser.com/columnists/weeklyeater/20100929_Organicoasis.html]

It is remarkable that references to Steiner in the popular press often omit the central fact about him: his occultism. Steiner was openly and unashamedly an occultist, and his occult doctrines underpin his work in all fields. His books bear such titles as OCCULT SCIENCE and OCCULT HISTORY, and he made many statements such as this:

'Mars has given iron to the Earth and the Mercury influence manifests on the Earth ... In occultism, therefore, we speak of the Mars half of Earth evolution and of the Mercury half." — Rudolf Steiner, THEOSOPHY OF THE ROSICRUCIAN (Rudolf Steiner Press, 1966), p.80.

Note Steiner's wording: “In occultism, we....” 

[For more on this, see “Occultism”.]

"I heard many stories as to why children and their families were to blame for situations that led to their leaving our Waldorf school ... Waldorf schools have, among many other problems, an intrinsic problem with truthfulness and honesty. I warn any satisfied Waldorf parents to pay more attention when families leave the school suddenly or unexpectedly and to dig deep to find out what really happened." 

[9-28-2010 http://groups.yahoo.com/group/waldorf-critics/message/14671]

Discussions at the waldorf-critics list [http://groups.yahoo.com/group/waldorf-critics/messages/] can become obscure — newcomers may have a hard time catching the drift or finding plain information about Waldorf schooling. But the list often includes open, accessible messages such as this one. Overall, the list is instructive — you should check it frequently, if only as a reader rather than as a participant. Critics of Waldorf education are vocal there, but so are defenders of such education. Pay special attention to the messages posted by defenders of Anthroposophy and Waldorf schools; see if they present ideas and attitudes that you can endorse.

"Have you heard the buzz? The Antroposophical Society [sic] is proudly sponsoring 'Queen of the Sun: What are the bees telling us?' opening September 17th and running nightly at least through October 3rd, at the Hollywood Theater! Mayor Sam Adams, as part of the first ever Portland Honey Bee week, will introduce the film on opening night. Our own Branch member, Chrystal Collette, will introduce the film on Wednesday, September 23rd. Queen of the Sun is a profound, alternative look at the global honey bee crisis, which features some of Rudolf Steiner’s insights into honey bees as well as several Anthroposophic beekeepers." 

[http://portlandbranch.org/world-premier-queen-of-the-sun]

Steiner certainly had some unusual views on bees. For instance, 

“The group soul of a beehive is a very high level being, higher than that of ants. It is of such a high development that you might almost say it is cosmically precocious. It has attained a level of evolutionary development that human beings will later reach in the Venus cycle, which follows the completion of the present Earth cycle ... The group soul of corals, however, is on a still higher plane.... ”— Rudolf Steiner, BEES (Anthroposophic Press, 1998), p. 176.

Here are some excerpts from a discussion currently occurring at mumsnet [9-27-2010 http://www.mumsnet.com/Talk/education/1049924-Steiner-school-controversy]. Such discussions are not news, but they can be noteworthy.

◊ "They [i.e., Steiner or Waldorf schools] actively discourage formal learning below 7yo [i.e., age seven] — and yet we all know some kids are ready for it and most are capable before then. They seem overly obesessed (imvho) with the evils of things like TV, pop culture and non-organic food. 

"They have some weird religious beliefs — arguably racist or elitist; they seem to have produced some high profile educational failures. David Gilmour's Telegraph article was quite compelling for me." 

◊ "The controversy comes from the fact that many of the teachers believe in something called anthroposophy, which is very very hard to pin down but there is a belief in reincarnation, past lives, that sort of thing. 

"So while the children may be being dealt with in a particular way that sounds 'nice', the teachers might be coming at it from an anthroposophical view. Where there is a problem like bullying, this can lead to massive problems. Parents are not kept in the loop, they can be almost completely ignorant of the religious aspects." 

◊ "The underlying philosophy which the schools are based on is not an educational philosophy as such, more of a religion, with a belief in reincarnation, gnomes, demons, etc. The schools and teachers vary in how much of this they teach, but it does underlie choices that are made in the schools."

"As many as half the students at some NSW [New South Wales, Australia] schools apply to have their final Higher School Certificate exam marks replaced with a school assessment after experiencing unexpected illness or misadventure ... Last year, 41.7 per cent of students at Glenaeon Rudolf Steiner School in Middle Cove received special provisions — a rate almost eight times the average. The school said a large proportion of provisions claims last year were related to anxiety for which students were given extra exam time to rest."  

[9-27-2010  http://www.smh.com.au/national/education/stress-and-misadventure--bad-luck-doesnt-equal-a-bad-hsc-20100926-15sfr.html]

Such a high rate of anxiety, if it actually prevailed, suggests something deeply amiss. Waldorf students are sometimes “sheltered” so successfully from the outside world that, when they need to function in that world, they find themselves ill-equipped. Rudolf Steiner wondered whether Waldorf teachers should explain that they have no real intention of preparing students for real-world demands such as standard examinations. 

“It is a question of whether we dare tell those who come to us that we will not prepare them for the final examination at all.” — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press, 1998), p. 712.

From iberkshires.com:

In celebration of its 40th birthday the school invites all community members, alumni, faculty and friends to its anniversary party...GBRSS [Great Barrington Rudolf Steiner School], which held its first kindergarten class in a donated barn in 1971, boasts more than 200 students from kindergarten to eighth grade. Each child moves through their Steiner experience with the same group of students and the same core teacher for eight years ... "Basically the school’s approach is around the whole person, the whole child," [Eric Bruun] said. "It’s not just about training the brain to meet a certain set of academic standards. It’s a child-centered curriculum, a lot like the Wizard of Oz; brains, heart and courage." 

[9-24-2010   http://iberkshires.com/new/story.php?story_id=36249]

Waldorf Watch Response:

Waldorf schools often celebrate religious holidays. In some cases, such as Christmas, this may excite few suspicions — almost everyone in the Western world, Christians and non-Christians alike, celebrates Christmas. But ceremonies such as Michaelmas (the celebration of the archangel Michael) are different — Michaelmas is usually observed only by people of faith who think Michael exists. In fact, many festivals held at Waldorf and Steiner schools amount to Anthroposophical religious observances. According to Steiner’s teachings, Christ is the Sun God, essentially the same being as Ra, and Michael is Christ’s warrior/champion, the Archangel of the Sun. Anthroposophy may initially appear to be Christian, but in fact it is polytheistic and pagan — all the Norse gods, for instance, are accepted as essentially true. [See “Was He Christian?”, “Michael”, "Polytheism", and “Pagan”.]

The article says that at GBRRS the same group of students stays together, under the same teacher, at least through eighth grade. With some variations, this system is used in most Waldorf schools. There are advantages and disadvantages in having the same classmates, with the same teacher, throughout your school years. The world of Waldorf students is often very small, insular, and heavily dominated by a small band of Rudolf Steiner's devoted followers. (The influence of Rudolf Steiner is at least implicit in a school that bears his name.) A related concern: How likely is it that a teacher who was qualified to teach kindergarten will also prove qualified to teach eighth grade? And will the same teacher be able to do justice to multiple subjects — ranging from math to history — at one grade level, and then repeat this tour de force at other grade levels? Waldorf students may often study under teachers who are far from being well-versed in their subjects.

Concerning the effort to educate “the whole child,” see “Holistic Education”. The comparison to the “Wizard of Oz” is perhaps more apt than Mr. Bruun intended. Waldorf schooling is based on myths and fantasies. [See, e.g., “The Gods”.]

From vcster.com:

"The kindergarten classroom at the Mariposa Elementary School of Global Education looks different than those at other public schools ... There’s a plush rocking chair and a piano, the walls are painted a soft pink color, the lights are kept low and sheer curtains hang on windows. The K-5 school, which shares a campus with Sumac School in Agoura Hills [California], is one of relatively few public schools in the area that uses Waldorf-inspired teaching methods ... The idea seems to be taking off, with enrollment nearly doubling this year to 210 students ... The school has a developmental curriculum. Kindergarten classes have 'a lot of creative, imaginative play,' Lough said. Compared with traditional kindergarten standards one could find at other public schools, the curriculum is slower, he said. The school isn’t formally teaching reading and writing in kindergarten, although kids are taught letter sounds, phonics and numbers."

[9-23-2010   http://www.vcstar.com/news/2010/sep/23/mariposa-elementary-enrollment-nearly-doubles/]

Waldorf Watch Response:

The increased popularity of such schools is either very good news or a serious sign of danger. (Note, however, that most of these schools are quite small.) Here are a few things that most readers may not know: Waldorf classrooms are often painted special colors to attract spiritual beings and to promote spiritual powers. A dim, shadowy atmosphere is often maintained to keep the kids in a sleepy spiritual state. The “developmental” goals of Waldorf schools are focused on such things as invisible “etheric” and “astral” bodies. Imagination is emphasized because it is considered a precursor to clairvoyance, which is an important goal for all of Rudolf Steiner’s followers. Academic subjects are downplayed because a) the schools are more focused on occult objectives than academics, b) ordinary knowledge is held cheap (preference is given to myths, which Steiner said are true reports of the spirit realm), and c) Steiner taught that we do not really think with our brains. [See, e.g., “Clairvoyance”, “Steiner’s Specific”, “Magical Arts”, “Holistic Education”, “Thinking Cap”, and “Here’s the Answer”.]

"The Portland Village School [Oregon, USA], one of seven charter schools sponsored by the Portland School District, serves families who want a Waldorf-inspired education. The documentary [film], 'Waiting for Superman,' shows how charter schools can fill the cracks in public education." 

[9-23-2010  http://portlandtribune.com/news/story.php?story_id=128518996827486200]

The existence of “Waldorf-inspired” schools, some of which have been accepted into public school systems, complicates the already difficult problem of evaluating Waldorf, Steiner, and Waldorf-like schools. There is considerable diversity, especially on the crucial issue of devotion to Rudolf Steiner’s occultism. Some Waldorf teachers may know little of Steiner's doctrines; others are deeply committed to them; and the ratio between these types of teachers varies from school to school. [See “Non-Waldorf Waldorfs” and “Clues”.] On the larger issue of public education, the American aversion to taxes tends to deprive public schools of resources, and the problem only gets worse when families peel away to support private and charter schools. Regular public schools, embodying the noble ideal of universal education, should receive the resources they need to fill their essential societal role, IMO. It would also help if teachers were accorded high respect and received commensurate salaries, so that highly motivated, well-educated, and markedly intelligent students would be drawn to the profession.

"How 'Naive' School Failed Building Test: Shearwater, the Mullumbimby [Australia] Steiner School, asked to be placed under voluntary administration in March. The school, located in the heart of the alternative lifestyle movement of Australia, was collapsing under a $10 million debt and the problem of misappropriating part of a $600,000 Building the Education Revolution grant from the federal government ... The Department of Education, Employment and Workplace Relations is investigating the use of BER funding at Shearwater and another Steiner school at Taree. Last week the Herald reported that the Manning River Steiner School also used part of its $250,000 grant for a library to patch up its working budget ... Chris Evans, the new minister responsible for the $16.2 billion building program, views the misuse of money by the Steiner schools as a serious issue." 

[9-24-2010 http://www.smh.com.au/national/education/how-naive-school-failed-building-test-20100923-15ow4.html]

The article attributes missteps at these schools to naiveness, and that is certainly possible. Waldorf and Steiner schools are often run by well-meaning but unworldly individuals, people who have embraced occult beliefs. Such beliefs may sever contact with reality or, at a minimum, cause unfamiliarity with ordinary processes in the real world. Thus, good people may wind up doing bad things — misusing government funds and miseducating children.

From The Margaret River Mail:

"A Steiner kindergarten may start in Margaret River [Australia] if Yallingup Steiner School can find suitable premises ... Current plans are for a K4 Kindergarten in 2011, to expand to include K5 in 2012. Steiner schools are based on Rudolf Steiner’s educational philosophy, "to address the latent possibilities in human beings of advancing beyond the present-day accepted limits of cognition to an awakening, by self-discipline and exercise, to a knowledge of the spiritual worlds underlying outer existence." 

[9-22-2010  http://www.margaretrivermail.com.au/news/local/news/general/school-seeks-site/1948729.aspx]

Waldorf Watch Response:

Hear, hear. The quoted description of Steiner’s educational philosophy comes far closer to full disclosure than we usually see when Anthroposophists speak or write publicly. According to Anthroposophical beliefs, the “limits of cognition” are supposed to be overcome through the development of clairvoyance, which allows an “awakened” individual to know the higher spirit worlds. That set of esoteric concepts does indeed lie close to the core of Waldorf education. 

[See “Clairvoyance”.]

From The Examiner:

"In two years a publicly-funded charter high school in California increased it’s exit test scores in math by 36 percentage points and it’s English scores by 23. At the same time their enrollment exploded by 250%. How did they do it? They switched to a curriculum based on a modified model that has been used worldwide by the private Waldorf Schools for some ninety years ... I believe the modified Waldorf model should be further used, studied and expanded if it continues to yield these kinds of results.  Actually, Waldorf is quite similar to the Montessori model developed by Maria Montessori, the 19th Century Italian physician, educator, and philosopher."  

[9-17-2010  http://www.examiner.com/gifted-education-in-houston/publicly-funded-high-school-california-uses-waldorf-school-model]

Waldorf Watch Response:

Do Waldorf schools use any methods that should be adopted by conventional schools? Perhaps. But if the resulting education would be similar to Montessori education (which is free of occultism), then what we need are Montessori-inspired schools, not Waldorf-inspired ones. Waldorf or Steiner schools are almost inescapably occultist — that is, their curriculums are based on outlandish, supernatural illusions. E.g., what concepts should geography classes teach? Rudolf Steiner’s answer, in part: 

“With the students, we should at least try to...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 ... [T]his is what we should achieve in geography.” — Rudolf Steiner, FACULTY MEETINGS WITH RUDOLF STEINER (Anthroposophic Press. 1998), pp. 607-608.

Steiner's beliefs — which are generally shared by Waldorf faculty — were occult, and he knew they should be withheld from most audiences. Yet he also believed that his occult beliefs should be conveyed, somehow, to Waldorf students. We should pause over this. So let's look at the same quotation again, but at greater length. Here, then, is the entire passage concerning islands that float in the sea. Steiner says students need to learn about "the spirit" of various subjects, but he says they should not be taught "about Anthroposophy," then he says they should be taught the Anthroposophical belief that islands "swim in the sea and [are] held fast by the forces of the stars," then he retracts this, then he affirms it in the abstract. He clearly wants students to accept his occult belief about islands and stars, but he vacillates out of fear that Waldorf will get a bad reputation. Nonetheless, he ends up affirming what Waldorf geography classes should "achieve". Let's see it again, at greater length:

“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 [site of the Anthroposophical headquarters], 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 [college] professors in the examinations, and we would acquire a terrible name. Nevertheless, that is actually what we should achieve in geography.” — Ibid., pp. 607-608.

People who innocently advocate Waldorf-style schooling need to face up to the truth about such schooling. Note that "the way we present them" means Waldorf methods, the methods some people say public schools should adopt from Waldorf. Tread carefully when considering such a step. [For a discussion of Waldorf methodology, see “Methods”.] If you doubt that Waldorf teachers lean heavily on Steiner and his doctrines, see "Teacher Training". Is this the sort of training that should, to any extent, migrate into conventional teacher education programs? A point of interest: FACULTY MEETINGS WITH RUDOLF STEINER, from which I have taken the quotation about islands and stars, is often required reading for Waldorf teacher trainees. Thus, a graduate of such a program is someone who, on being told that Great Britain floats in the sea, did not jump up shouting "This is crazy! Let me out of here!"

Would Waldorf geography teachers really tell their students that islands float in the sea? The answer depends on several factors. Those teachers who believe it, and who also accept Steiner's statement that such concepts are what we should "achieve in geography," might well do so. They might tell an entire class, or they might reveal the occult truth to a few trusted students who show signs of becoming Anthroposophists. But other teachers, whether or not they believe that islands float, might focus on the reality (one of the few true elements in the quotation we've seen) that "we cannot tell" the students such things, since it would damage the school's reputation. On balance, it seems likely that most Waldorf geography teachers keep the "truth" about islands and stars to themselves. But the question remains hovering in the air, and this is the potential worry about all Waldorf and Waldorf-like schools: Craziness may break out at any time.

P.S. It would seem that the Waldorf school in question should be commended for academic improvement, and indeed I have argued that Waldorf schools can set high academic standards for their students. [See "Academic Standards at Waldorf".] But without more information, we can't be sure how well any particular Waldorf or Steiner school is performing. For example, an increase in English scores by 23 percentage points is surely good, but what absolute levels are we talking about? If students at the school used to score 50% (F), they would now be scoring 73% (C-). This would be a marked improvement but nothing to brag about. (Other factors that could affect apparent improvement at Waldorf school include whether some students receive after-school tutoring away from the school, or have access to educational software, or access to well-stocked libraries.) As for the increased enrollment mentioned in the article, this doesn't necessarily tell us anything about the quality of education provided, only the apparent appeal of such schools — which can be great, due to colorful classrooms, plenty of lovely art hanging on the walls, intriguing festivals, and so forth. [See "Magical Arts".] But much of this may work as superficial glitz, masking what really happens at the schools.

"An independent school at Taree [Australia] spent part of a federal grant for a new library on its day-to-day running costs. People from the school community confronted managers of the Manning River Steiner School at its annual meeting this year, raising questions about the $250,000 library grant. The members said...the school council admitted that grant money, awarded under the federal $16.2 billion Building the Education Revolution program, had been spent on 'operational costs'. Parents said this included staff salaries ... One parent, who did not wish to be named, said he was concerned construction had not started ... The parent said the school was riddled with management problems and four out of five qualified teachers had recently resigned ... The school did not return the Herald's calls seeking comment." 

[9-16-2010  http://www.smh.com.au/national/education/school-spent-building-cash-on-wages-2010091515crk.html]  

Waldorf or Steiner schools — like Anthroposophists, in general — often take the view that rules and regulations that apply to everyone else should not apply to them, because they are engaged in such important spiritual work. (See the next item.) 

The placid facade of the schools often conceas turmoil within. 

[See "Failure" and "Our Experience".]

"In Sacramento [California] the numbers don't lie, but does the basis for the curriculum? George Washington Carver High School, a publicly-funded charter school that uses methods and philosophies of the Waldorf Schools, has significantly increased its test scores, but critics say the schools mislead parents ... The controversy here is all about the basis of publicly-funded Waldorf Schools, with some former parents and critics claiming they are based on a 'cult-like' religion ... [A] group called PLANS (People for Legal and Nonsectarian Schools) filed suit against the district 12 years ago and, after being thrown out by a federal judge and then reversed/re-instated by the 9th Circuit twice before, is now arguing before that same federal judge that the schools are religious in nature. After a first hearing two weeks ago, held to determine if indeed Anthroposophy is a religion, the district judge threw out most of PLAN's [sic] evidence again, calling it 'hearsay.' The district expects him to throw out the case when he re-convenes in early October, but PLAN [sic] says they will again appeal to the 9th Circuit. So basically the 9th Circuit and the local judge have been passing this case back and forth." 

[9-15-2010 http://liveshots.blogs.foxnews.com/2010/09/15/wheres-waldorf/]

Trials do not always produce justice or truth; it will be interesting to see what happens in this case. Anthroposophy certainly is a religion. [See "Is Anthroposophy a Religion?"] Anthroposophists consider themselves to be on a holy mission to save humanity — they serve what Rudolf Steiner called the divine cosmic plan of the gods. A significant part of this effort is played out in Waldorf schools, where Anthroposophists on the faculty work (usually by stealth) to spread their faith. [See "Here's the Answer".] When they deny these things, they are often intentionally trying to deceive outsiders [see "Secrets"], but they are also often telling the truth as they see it. Hence, they deceive no one more than themselves. [See "Inside Scoop".]

"Our 7-year-old son has sensory processing disorder (SPD), so he has never slept well even though he goes to a Waldorf school, where the atmosphere is serene and curriculum is gentle and orderly. He doesn't watch TV or play video games, he seldom gets involved in stimulating activities, and his bedtime routine is always the same ... Waldorf schools teach small skills such as knitting and breadmaking, and they do it so well that most of their students become quite independent. But not all, especially those whose parents help them more than they should. That is always a mistake. If you fret over a child, he will be fretful." 

[9-16-2010 http://www.washingtonpost.com/wp-dyn/content/article/2010/09/13/AR2010091304917.html]

Protecting children is a strong parental instinct and a high virtue. Children can be protected too much, however, and Waldorf schools may do this, at least in regard to modern technology and popular culture. Is it really best to ban TV, computer games, and most “stimulating activities”? No matter what your answer is to this question, you should realize that all Waldorf practices derive from the occult doctrines of Anthroposophy. [See, e.g., “Soul School”.] It is advisable to understand, also, that the protection offered by Waldorf schools may be distinctly limited or even illusory. [See "Who Gets Hurt" and "Slaps".]

"Academically rigorous and focusing on a most un-preppy population, HABITS OF THE HEARTLAND, by Lyn C. Macgregor, is a very different kind of sociology. In researching her book, the author...lived and worked for nearly two years in Viroqua, a small town in southwestern Wisconsin [USA] ... For all their differences, the longtime residents (who might drive ATVs and snowmobiles) and the progressives (who favor Subaru Outbacks, the local Waldorf school, and organic produce) share a belief that raising children in Viroqua helps protect them from the 'excesses of consumerism.'”  

[9-14-2010  http://www.theatlantic.com/magazine/archive/2010/08/prep-is-dead-long-live-prep/8213/]

Waldorf schools, with their green values and emphasis on the arts, do attract some progressives. But the schools' occultism and essentially antidemocratic stance, when exposed, have a different effect. Rudolf Steiner, a self-described clairvoyant, had little patience with democracy — he said it opens the way for the “powers of darkness” to prevail. In the Waldorf universe, such powers include evil gods, black magicians, and people who are not really human beings. [See “Democracy”, “Double Trouble”, and “Steiner’s Bile”.] The racism and anti-Semitism in Waldorf/Anthroposophical thinking will also distress progressives. [See “Steiner's Racism” and “RS on Jews”.]

"Abbotsford Convent [Australia] has offered to rescue a local Steiner school and accommodate its soon-to-be-displaced secondary students ... In a letter...Abbotsford Convent Foundation chairman Hayden Raysmith offers Sophia Mundi Steiner School the opportunity to build extra classrooms at the convent’s St Heliers St site from January next year ... Mr Raysmith said the school had not responded favourably to the convent’s initial offer ... Richmond state Labor MP Richard Wynne backed the proposal to relocate the secondary campus to the convent." 

[9-13- 2010  http://melbourne-leader.whereilive.com.au/news/story/abbtosford-students-in-limbo/]   

It would certainly be ironic if a Waldorf school set up shop in a former convent. Anthroposophists generally deny that Anthroposophy is a religion, and they usually claim that Anthroposophy is not taught to Waldorf students. When they admit that something very like religion is indeed present in the schools, they usually say that the religion is Christianity. The truth is that Anthroposophy is a pagan religion, it is inconsistent with orthodox or mainstream Christianity, and it is indeed conveyed to Steiner or Waldorf students. [See “Is Anthroposophy a Religion?” and “Was He Christian?” You also might find "Pagan" interesting.]

 “Otumoetai Side Pipped in Battle for Soccer Gold: ... The match-up against John Paul College [New Zealand] resulted in the Hawkes Bay side posting a 4-2 victory. Otumoetai Intermediate took third place in the girls division defeating St Cuthberts 1-0, with Tauranga's Rudolph Steiner school beating Kristin for the bronze medal in the boys division." 

[9-11-2010  http://www.bayofplentytimes.co.nz/sport/news/otumoetai-side-pipped-in-battle-for-soccer-gold/3922263/]

Sports generally are de-emphasized at Steiner schools, but sometimes they are used — as at other schools — to encourage alumni loyalty and giving. 

On the subjects of games and sports, Anthroposophical thinking is — as always — odd. 

“Modern [gymnastics] equipment is mostly dead. Usually it is quite abstract. Fortunately, we do not have a climbing pole. They are completely dead in comparison with the rope ... Dr Steiner has said that too many games make children too soft . We don't have time for that. Sports such as swimming, shot-put, throwing the discus or javelin should be emphasized over other, more external sports.” — Count Fritz von Bothmer, quoted in Rudolf Steiner, EURYTHMY (Rudolf Steiner Press, 2006), p. 146.

Instead of sports, Waldorf schools generally emphasize a form of mystical dancing created by Rudolf Steiner: eurythmy. Usually all students in the school are required to do eurythmy, at least until the upper grades. 

[See "Eurythmy" and "Magical Arts".]

"Spring isn’t spring without the Casuarina Steiner School Spring Fair. Tomorrow’s spring fair is a highlight of many family calendars, for its focus on the joy and beauty of springtime and activities to delight the child in all of us. For 21 years, Casuarina Steiner School [Australia] has opened its gates so the whole community can join them in welcoming spring with pony rides, belly dancing [sic], silk painting, spring garland making, gorgeous stalls and entertainment ... Your kids will love you for taking them to this magical day out among the spring fairies." 

[9-11-2010 http://www.coffscoastadvocate.com.au/story/2010/09/11/celebrate-spring-at-steiner-school-fair/]

I can't post all the back-to-school and join-our-festival announcements coming out of Waldorf schools, and indeed there would be no point. But an occasional example may be helpful. 

The festivals at Waldorf schools are generally disguised religious observances combined with recruitment efforts. The festivals can be attractive and entertaining, with their occult underpinnings more or less hidden. [See the discussion of festivals in "Magical Arts".] You should bear in mind, however, that Anthroposophists believe that such beings as "spring fairies" really exist. [See "Beings".] They also believe that the Earth is a living entity that breathes out during spring and in during the autumn. [See Steiner's THE CYCLE OF THE YEAR AS BREATHING PROCESS OF THE EARTH.] This process is complicated somewhat by the inverse seasons: Spring in the northern hemisphere is autumn in the southern, and vice versa. 

In passing: It's a safe bet that belly dancing is unknown at Steiner schools outside the Pacific Rim.

"A Scottish independent school criticised by inspectors for 'inappropriate restraint' of pupils has been praised in a follow-up report. Last year, HM Inspectorate of Education (HMIE) called for nursery and primary staff at the Glasgow Steiner School to be trained in managing poor behaviour and the 'safe and appropriate use of restraint.' The HMIE report went on to highlight a number of other concerns about the school ... However, a follow-up report yesterday praised the school for the progress made since last year. Inspectors stated: 'There is clear evidence of improvement since the original inspection. Teachers have been successful in involving children more actively in their learning.'” 

[9-8-2010  http://www.heraldscotland.com/news/education/new-report-praises-under-fire-school-1.1053588]

Most children at Steiner/Waldorf schools are treated with kindness and even reverence, if Steiner's directives are followed. Still, the management of children at the schools can be cause for alarm. Steiner said Waldorf teachers should be unquestioned authority figures who impose unrelenting discipline on the children, especially in the lower grades. He also advocated forms of punishment that cause physical discomfort and pain, including putting rule-breakers in small punishment chambers or sheds. 

[See "Slaps".]

"A group of parents and community members from Fort Collins [Colorado] have asked the Poudre School District to review an application that, if approved, would allow a new charter school to open next fall. PSD's Board of Education accepted an application from Mountain Sage Community School at its board meeting Tuesday. The school, which would initially begin as a K-3 school and grow into K-8, would offer a Waldorf-inspired curriculum with an emphasis on sustainability, said Liv Helmericks, the initiative director... Helmericks said many Waldorf schools across the globe are private, but the growing number of publicly funded charter schools inspired by the Waldorf model provides an affordable option for parents." 

[8-26-2010  http://www.coloradoan.com/article/20100826/NEWS01/8260347]

The effort to slip Waldorf schools into public school systems, in the form of charter schools, is rampant — and it is dangerous. Officials considering applications for the establishment of such charter schools should acquaint themselves with the real character and purpose of Waldorf education. Essentially, Waldorf schools exist to implement and spread the occult faith called Anthroposophy. [See, e.g., "Here’s the Answer".] "Waldorf-inspired” schools are often essentially indistinguishable from regular Waldorf schools — all Waldorf educational methods are rooted in occultism. Some Waldorf teachers are not well-versed in Steiner's occult teachings, so they may use Waldorf methods without occult intent — but in that case, they are using methods for which the rationale has been removed. The methods would then have no justification and they therefore seem unlikely to be effective. [See, e.g., "Methods".]

"...California is ground zero for vaccine rejectionism ... For example, at Waldorf schools (or, as I like to call them, pathogen repositories), vaccine exemption rates can be as high as 82% ... Schools with the highest exemption rates tend to be private schools, public charter schools, and traditional public schools in affluent areas. Among schools with 25 or more kindergartners last year, 14 had immunization opt-outs for more than 15 percent of their kindergarten class. The top was the Waldorf School of San Diego in City Heights, at 51 percent ... Waldorf schools, which are widely known for their resistance to vaccines and scientific medicine, have had a number of [disease] outbreaks. For example, just this year there was a measles outbreak in Essen, Germany where the majority of cases were linked to a Waldorf school. In 2008, the East Bay Waldorf School was shut down due to a pertussis outbreak, and a Waldorf School in Salzburg, Austria was hit by a measles outbreak." 

[8-26-2010  http://scienceblogs.com/insolence/2010/08/vaccine_exemptions_in_california_threate.php?utm_source=networkbanner&utm_medium=link]

Some parents fear vaccinating their children, despite all the scientific evidence of the benefits vaccines provide. Some parents also have occult beliefs. These individuals may find Waldorf schools very much to their liking. All other parents, however, should think long and hard before sending children to a Waldorf school.

"In Waldorf education, the color of the rainbow is a metaphor for the development of a child's mind, and the colors of Waldorf classroom walls follow that progression. Each color of the rainbow affects a child's physiology and psychology, according to Austrian philosopher Rudolph Steiner, who developed the Waldorf concept in 1919 ... 'Nothing [at the school] is random,' said Christine Crawley, a teacher at the Siskiyou School, a private Waldorf school in Ashland." 

[8-23-2010  http://www.mailtribune.com/apps/pbcs.dll/article?AID=/20100823/NEWS/8230316]

This is a reasonably informative article, although it stops short of identifying Steiner’s teachings as occult. Nothing is random at Waldorf schools because all children of a given age are thought to stand at the same stage of development. Specifically, they believed to be reenacting the same period of humanity's spiritual evolution, as determined by Steiner using "exact clairvoyance." The events and environment for each grade are keyed to this esoteric progression. 

[For more on colors at Waldorf schools, see “Magical Arts”. For more on the sequence of studies, see “The Waldorf Curriculum”. For more on "exact clairvoyance," see "Exactly".]

Re. the occult: Steiner openly identified himself as an occultist. For instance, he said such things as 

"[I]n occultism we call the Moon the ‘Cosmos of Wisdom.'"

[See "Here's the Answer" and "Occultism".]

"I am saddened by the continual accounts of bullying in our public schools — especially as I know that it is not a fait accompli (meaning: beyond alteration). As Akasha [a correspondent] notes, this kind of behavior is the last thing she would ever find at her private school. She attends a Waldorf school, which is the fastest-growing pedagogical movement in the world." 

[8-22-2010  http://www.thereporter.com/features/ci_15857481]

This item, from an advice column, presents a dangerous misconception. The truth is that bullying has been reported at many Waldorf schools. Waldorf teachers often take the view that bullies and their victims are acting out their karmas and therefore intervening would be wrong. [See “Slaps”.] As to whether Waldorf schools are the “fastest growing” school movement in the world, this claim is often made but it is difficult to substantiate. There are many Waldorf schools worldwide, but a high proportion are tiny. ("Fastest growing" seems to indicate that many, many additional students are enrolling in Waldorf schools. An impressive image is created. But if what is mainly happening is that a small school, with a handful of students, opens here or there, now and then — the image may be unwarranted.)

"As Bay Area children settle in for a new year of school, public health officials statewide are preparing for fresh outbreaks of whooping cough in the face of the worst epidemic of the disease in 50 years ... Marin County [California] has the highest rate of whooping cough in the state, with 110 cases per 100,000 people ... At the San Francisco Waldorf School, which has the highest rate of unvaccinated children in the city, school officials say parents have been told to keep their kids out of class and take them to a doctor if they have cold symptoms or any kind of cough." 

[8-22-2010  http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2010/08/21/BAH01F13E3.DTL]

Steiner’s followers generally oppose modern science, modern technology, and modern medicine, including vaccinations. The precautionary measure taken by the S.F. Waldorf School is sensible, but far more sensible would be a concerted effort to vaccinate children. The quack medicine often practiced in and around Waldorf schools can be extremely dangerous. [See “Steiner’s Quackery”.]

"Three different types of nurseries: Montessori, Steiner, Mainstream: Children are at the centre of their own learning process and creativity is highly valued with [the Steiner] style of nursery education. For example, little ones bake their own bread, and use movement to music as a means of exploring the world around them. Cognitive, social, emotional and physical skills are valued equally, and teaching is done by example, not instruction ... 'Every day some time is dedicated to free creative play,' says Janni Nicol, of the Steiner Waldorf Schools Fellowship." 

[8-17-2010  http://www.madeformums.com/toddler-childcare-and-work/three-different-types-of-nurseries/444.html]

Several points: 

◊ At Waldorf schools, children are the "center of their own learning process" because Waldorf teachers believe that children have more recent knowledge of the spirit realm than adults have. [See "Thinking Cap".] 

◊ Also, each child is thought to be enacting her/his karma. [See “Karma”.] 

◊ On the other hand, children are slotted in arbitrary categories of "temperament." [See "Humouresque".] 

◊ Moreover, all children of a particular age are considered to stand at the same developmental level. [See “Methods”.] 

◊ Play is obviously good for children, but at Waldorf schools play is emphasized — and instruction is de-emphasized — because Rudolf Steiner taught that human beings do not think with their brains; hence, equipping children's brains is relatively unimportant. [See "Steiner's Specific".] 

◊ Children "use movement to music" in eurythmy, a form of dance that is intended to renew connection to the gods. (The religion underlying Steiner schools is polytheistic.) [See "Magical Arts", "Eurythmy", and "Polytheism".]

"Sacramento [California] is the epicenter of the debate over whether the Waldorf system – whose educational philosophy goes back 100 years – is appropriate for a public school. Parent interest in Waldorf schools is exploding, with a wait-listed K-8 school in south Sacramento moving to a larger site this summer ... Sacramento City Unified School District...opened a second Waldorf – a small public high school – three years ago. While enrollment climbs, the district faces a lawsuit this summer from a Northern California group that claims the Waldorf system cannot be separated from founder Rudolf Steiner's religious philosophy, making public Waldorf schools ineligible to receive taxpayer dollars. The People for Legal and Nonsectarian Schools filed the lawsuit in 1998, and after several appeals, a trial is set for Aug. 31 in Sacramento federal court."  

[8-2-2010  http://www.sacbee.com/2010/08/02/2929597/public-waldorf-schools-booming.html]

This could become a big story. Truth and justice do not always prevail in courts of law, but let's hope in this case they do. Stay tuned.

"District 10 [New York] parents can now add a new charter school to their list of options. Kingsbridge Innovative Design Charter School (KIDS) — a progressive, environmentally friendly elementary school — is scheduled to open on the first floor of 3120 Corlear Ave. this fall ... The school’s philosophy centers on three educational models. The first, progressive education, is projectbased [sic] ... The second draws on Waldorf schools, a European tradition that focuses on imagination, outdoor playtime and art. And the third tenant [sic: tenet?], 'place-based education,' means the school’s educators will use the environment to create a sense of citizenship and community". 

[7-30-2010 http://riverdalepress.com/full.php?sid=13096&current_edition=2010-07-29]

Waldorf teachers are often skillful in disguising the nature of their schools, a tendency that becomes even more acute when the schools seek taxpayer support. Saying that Waldorf schools are a “European tradition,” for instance, sounds nice, but it means almost nothing. Likewise, mentioning imagination, outdoor play, and art may be, at best, disingenuous. “Imagination” at Waldorf schools really means clairvoyance; play is emphasized because of a deep antipathy to brainwork; and arts are emphasized because of their supposed occult powers. In fact, although three “models” are mentioned (progressivism, Waldorf, and place-based education), any new school that draws on the Waldorf model is likely to be, or become, ensnared in the mystical/occult Waldorf movement. [See "Here's the Answer".]

"A former pupil of the Moray Steiner School in Forres [UK]...is considering an offer to take up an academic scholarship at an American university. Chiara Bassetti (20), who lives in Findhorn, attended the Steiner School between 2003 and 2006, before continuing her Steiner School education at the Michael Hall Steiner School in Sussex, where she was a boarder while studying for A-Levels. Chiara told 'The Forres Gazette' that she is lucky enough to have been accepted for two colleges, and is currently trying to decide between places at Exeter University and at Middlebury College in Vermont, USA." 

[7-28-2010  http://www.forres-gazette.co.uk/news/fullstory.php/aid/6136/Chiara_tussles_with_a_degree_of_indecision.html]

You may wonder why a Waldorf graduate’s successful application for admission to colleges is newsworthy. Obviously, indeed, it is not. Bear in mind that many of the news items posted here come from tiny community publications. Still, they can open small doors into the Waldorf universe.

As a Waldorf senior, I was accepted by four colleges — every college I applied to — and this is not uncommon. As private schools, Waldorfs often seem prestigious. Also, as private schools, Waldorfs often attract fairly bright kids from fairly well-to-do families. Such kids may do well on exams and in college applications whether or not their Waldorf schooling was actually very good. Often, indeed, Waldorf education is academically weak. [See “Academic Standards at Waldorf Schools”.] Waldorf grads may discover that college, and life after college, is far harder than they expected; they may find that that Waldorf education left them woefully unprepared. I did.

"Paul Browne’s son, Darren, 21, has [a] condition which makes his behaviour unpredictable and prone to violence ... Paul and stepmother Joan were devastated when Darren had to be moved to a specialist centre for people with autism and other complex needs ... As a baby, Darren...was diagnosed with autism and when he was five moved into the Rudolph Steiner School in Aberdeen, which specialises in teaching children with learning difficulties. Darren lived in about 12 institutions around Scotland after his behaviour became too much for his family to cope with. Before being moved to England, Darren spent six months in a secure unit at Stobhill Hospital. after breaking the cheekbone of a carer during an episode at the specialist NHS centre, Blythswood House in Renfrew." 

[7-27-2010  http://www.eveningtimes.co.uk/news/dad-will-walk-the-way-for-sick-son-1.1044036]

Some Anthroposophical institutions attempt to provide care for people with special needs. Their ability to help is often limited, however, because the treatment options they prefer come from the quack medical teachings of Rudolf Steiner. [See “Waldorf Now” and “Steiner’s Quackery”.] The unusual challenges they face stem from such beliefs as 

◊ a child's condition on Earth is the result of karma, which probably should be allowed to run its course

and 

◊ Steiner's assertion that some people are nor really human beings but demons in disguise. 

[See “Karma” and “Compassion and Its Absence”.]

"He’s the angry young man, caring brother, powerful hero...all this on screen. [Indian movie star] Rajasekhar’s turning a true hero as an academician. He has started a new school named ‘Nature School’ in Hyderbad [India]. Rajasekhar who is an active social worker through his Rajasekhar Charitable Trust, has started the Nature School under this trust. He informs that the new school would follow the Waldorf School Curriculum ... Chief Minister of Andhra Pradesh K. Rosiah will inaugurate the new school that will commence regular classes from July 21st." 

[7-6-2010  http://www.indiaglitz.com/channels/telugu/article/58394.html]

Possibly Rajasekhar is unacquainted with the view Anthroposophy takes of Indians. Steiner taught that Indians attained a high — but dim — spiritual consciousness long ago, but history has now passed them by and they are unable to grasp the most important spiritual matter for mankind, the Christ Impulse. [See Rudolf Steiner, THE MISSION OF THE FOLK-SOULS (Rudolf Steiner Press, 2005), lectures seven and eight.]

Some of the course listings, copied verbatim, from the 2010-2011 catalog,

Rudolf Steiner College,

a Waldorf teacher-training institution: