Founding of the First Waldorf School - Waldorf Research Institute

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Aurobindo was the most significant occultist aside fromRudolf Steiner in our century. I have visited the ashram inPondicherry and am familiar with the situation — somethingcompletely different. The relationship of the modern teacherof the spirit to the disciple is one of absolute freedom.Nothing can be asserted on the basis of outer authority. Putin a different way, a Vorstand in Dornach cannot give outdirectives. It can make suggestions that are either acceptedby us or not — an absolute relationship of freedom. TheVorstand in Dornach is the second member (Glied) of ahypothetical judgment; if the friends want it, it can becomeactive; if we do not want it, the Vorstand cannot becomeactive. It is an absolutely free relationship. That is quite clearlyexpressed. Anything else that might appear in a suggestivemanner — with initiate demeanor, you know what I mean— is no longer appropriate for our present day. What isappropriate for today is the spiritual strength that I, myself,develop; that is either recognized or not. An initiate cannotaccomplish anything if he is not recognized — if there are nopeople who are sensitive and comprehend that he is of specialrank.The first person to recognize Rudolf Steiner was a woman— that is interesting; the most significant students of RudolfSteiner were women: Marie von Sivers and Ita Wegman. So,Marie von Sivers recognized him for what he was, and thenhe could become active. He can only become active if he isrecognized, and that is an act of freedom. The relationshiprests on absolute freedom. He then says, “Dear friends, suchmatters as the curriculum can be researched only if one treadsthe paths of initiation.” We cannot reform the curriculum.That is initiate knowledge. We must understand what ismeant by the curriculum. If one treads paths of initiation,50
paths of spiritual research, of step-by-step progress into thespiritual world, such things are possible. Rudolf Steiner saysit quite clearly and ever anew in different ways. One cannotwish to work in an authoritarian manner. One can bringone’s “I” to bear — naturally, Rudolf Steiner brought hisspiritual research to bear — but it is only effective if thereare human beings who receive and understand it. I shall givean exact description of the threefold manner in which such arelationship can be understood, and I shall add the sentencein question, quoting it word for word: “My inner relationshipto the body of teachers — on this will depend the healingforce (heilwirkende Kraft) which will bring about healing forthe future; what the esoteric relationship between us mustbe; and what alone can bring blessing out of this esotericrelationship.”I will repeat this and will then interpret what an esotericrelationship to Rudolf Steiner is, what we are developing,what the sustaining basis is for us, and what the innermostmystery is, the arcalum, the holiest of the holy, therelationship between the disciple of the spirit and the teacherof the spirit. I repeat the sentence: On what will the healingforce for the whole future depend? What should the esotericrelationship between us be, and what alone can bring blessingout of this esoteric relationship? I will try to clarify whatthe quality of such an esoteric relationship is, for only thatcan open the way for us to comprehend what the School ofSpiritual Science and the Pedagogical Section are.Dear friends, let me clarify matters through the followingexample. A new teacher was appointed. Rudolf Steiner,naturally, was the one who had chosen the teacher, but onlyin accord, in agreement with the teachers. If there had beenan objection anywhere among the teachers, the appointment51
Page 3 and 4: The Founding of theFirst Waldorf Sc
Page 5: ContentsIntroduction. .............
Page 8 and 9: the other hand how the movement cou
Page 11 and 12: LectureAlong with heartfelt thanks
Page 13 and 14: May I give you the example of the G
Page 15 and 16: in public life, with an offensive o
Page 17 and 18: eceives this memorandum by Rudolf S
Page 19 and 20: in the spirit-background of history
Page 21 and 22: published in all leading newspapers
Page 23 and 24: today, namely that we do not have a
Page 25 and 26: The others had come together from t
Page 27 and 28: the cigarette came into vogue; form
Page 29 and 30: followed on Thursday, August 21, 19
Page 31 and 32: the Sunday Service, the first Servi
Page 33 and 34: simply, he must be married to the s
Page 35 and 36: who want to work through us.” Sch
Page 37 and 38: Japan, and relates it so vividly th
Page 39 and 40: with his own higher being. Second,
Page 41 and 42: those present what they have experi
Page 43 and 44: work the following day.” Rudolf S
Page 45 and 46: needs to make a pledge to one’s s
Page 47 and 48: March 15, 1925 — two weeks before
Page 49: dismiss teachers if necessary, depe
Page 53 and 54: Christ. And we must nurture the rel
Page 55 and 56: invisible body of teachers is indee
Page 57 and 58: We have been called upon by Rudolf
Page 59 and 60: working in this century: the myster
Page 61 and 62: sum of personalities — that is th
Page 63 and 64: also the everyday person in each on
Page 65 and 66: What we think today, we will be tom
Page 67 and 68: concerning social and anti-social t
Page 69 and 70: connection, the personal meeting. O
Page 71 and 72: from this, and perhaps, even in thi

Founding of the First Waldorf School - Waldorf Research Institute

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