Against the Wind: Eberhard Arnold and the Bruderhof - Plough

Against the Wind
Without a doubt children were the community’s number one priority. In spite
of the poverty there was always room for them, and not a penny sent on children
was ever considered wasted. Cooking the children’s meals took precedence in the
kitchen; milk and eggs were always there for the children even when the adults’
empty bellies rumbled. The first new house, officially opened in 1928, was built
for the children. It seemed almost typical that on the opening day of the children’s
house an unexpected donation once more saved the Bruderhof property from
compulsory auction.
brudErhof EduCation
One cannot overemphasize the importance of children in the mind of Eberhard
Arnold or in the life of the Rhön Bruderhof. Any attempt to assess the significant
achievements of Eberhard’s life must examine not just his writings and publishing
work, but must also include his development of the Bruderhof method of educating
children. Certainly he was not the only one who influenced the community’s
approach to education. But the basic direction, principles, spiritual foundation, goals,
and methods of Bruderhof education unquestionably trace back to Eberhard. The
problem is that, as successful and convincing as the Bruderhof pedagogy may be, it
is nontransferable to other environments. A few isolated asects can be copied, but
not the main features, because Bruderhof education is so inextricably interwoven
into the fabric of communal life. Eberhard had nurtured this educational method
in Sannerz. 7 On the Rhön Bruderhof, it blossomed into full flower. Even the school
officials accepted it. In January of 1928 the Bruderhof received official permission
to esablish a private school for elementary and middle-school grades. Up until
that time the children had been unofficially home-schooled.
Eberhard wrote: “Our educational work depends on the faith that the living
Christ will arouse from within each person all his or her resolve and capacities for
good. All of a child’s best powers are latent inside, waiting to be awakened. True
education is achieved only when a fellowship of trust exists between teachers and
students. Such an education must take place in community. Not only parents and
teachers are to be educators, but the whole lifestyle surrounding the child must
act as an educational example of a happy life. Children must grow up in a broad
context of life.”
Whether the educators were parents or teachers or fatherly or motherly friends,
Eberhard insisted that, before they could teach the children, they must first learn
from the children:
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