Cultic Studies Review, Vol. 2, No. 2, 2003, Page 104
Waldorf is very concerned with rhythm, and the schedule of the school day is carefully
crafted. After a rigidly controlled circle ritual and prayer (students do not share news from
home or discuss world events), two hours of morning ―prime time‖ is given to the ―main
lesson.‖ Main lessons are of one subject, taught in a block of several weeks‘ length. A
history block might be followed by a block on geometry, followed by a block on botany, and
so on. There are no textbooks. The teacher draws elaborate illustrations and writes text on
the chalkboard, and the student makes a ―lesson book‖ for each block by copying from the
board.
After the main lesson, special subjects are rotated in a more conventional way, like math
drills or foreign language classes twice a week. The special subjects include some very
strange Anthroposophical exercises taught by specialty teachers. A great deal of time is
spent doing strictly prescribed wet-on-wet watercolor painting. This is intended to be a
spiritual exercise in which the students contact the spiritual world through color. The use of
lines is forbidden in the early grades, except for ―form drawing,‖ which consists of repetitive
exercises that are purported to be therapeutic. All Waldorf students take eurythmy, a ritual
dance that Steiner invented, claiming it was a new art form that carried on the ancient
Greek temple dance tradition. It is more of a code than an art form. It consists of a
prescribed vocabulary of gestures that symbolize speech sounds, musical intervals, the
signs of the zodiac, and the planets. Parents can be very impressed when they see flowing
gowns and graceful arm-waving reminiscent of Isadora Duncan, but the impression is only
superficial. The world of dance takes no interest in the Steiner cult‘s ―new art form.‖
The environment of Waldorf schools is unique. The architecture, following Steiner‘s designs
for the Goetheanum buildings, avoids right angles and rounds corners. Where an existing
building is used, interiors are draped to soften the lines, and natural light is used as much
as possible. Classrooms are noticeably less ―busy‖ than any other school only a few
selected pieces of student art are displayed, perhaps a few pieces of art relating to the
current lesson block or theme of the year, and a ―nature table‖ (really an altar) that is
redecorated for each season. Classroom walls are painted in pastel colors that Steiner
prescribed for each grade, with a special transparent color technique called ―lazuring.‖ The
effect is peaceful and artistic.
Waldorf schools usually develop by founding a kindergarten first, then when enough support
has been organized, a first grade. New classes will be added year by year as the first grade
moves up. The standard Waldorf school has a kindergarten and eight grades. High schools
are rare because they are more expensive. Very successful schools found high schools after
years of being a full elementary school. Schools are monitored and licensed by national
Waldorf school associations. In the United States the Association of Waldorf Schools of
North America (AWSNA) licenses use of the Waldorf and Steiner trademarks. In turn, the
associations are coordinated by the Pedagogical Section of the Goetheanum in Switzerland.
There are no general Waldorf colleges. Specialized institutions include teacher training
colleges, art and eurythmy schools, and post-graduate medical schools.
Waldorf schools have a strict dress code, and elementary school students are not allowed to
bring anything from home, especially toys, books, or popular music. The schools want to
change the lifestyles of their students‘ families to conform to Anthroposophical ideals.
Stricter schools will insist that parents sign an agreement to eliminate television, movies,
and recorded music from their homes. Teachers often request that children not be enrolled
in any after-school activities like dance or sports so that the influence of the school won‘t be
diluted by popular culture. Parents are advised (or ordered, depending on the teacher) to
put children to bed early and not to expose them to any stimulation before school. Some
teachers inspect their students‘ homes parents joke with each other about hiding the TV
and plastic toys. Because of this complex of restrictions, Waldorf families, trying to do their
best for their children, tend to become isolated, socializing only with other Waldorf families.

Cultic Studies Review, Vol. 2, No. 2, 2003, Page 105
You will have to take over children for their education and instruction—
children who will have received already (as you must remember) the
education, or mis-education given them by their parents. Indeed our
intentions will only be fully accomplished when we, as humanity, will have
reached the stage where parents, too, will understand that special tasks are
set for mankind today. (Steiner,,p. 16)
The Waldorf Teacher
Waldorf teachers are different from teachers in any other kind of educational theory. It is
expected that they will participate in a group spiritual life. ―What is unique in these schools
is the inner path of the teacher‖ wrote artist and Waldorf teacher Mary Richards. ―The
teacher‘s personal path is to enter into a consciousness of the human being and universe
and to enter into teaching as a practice of this consciousness. A community is thus created
among the teachers by the fact that they are students together and are connected through
a meditative life‖ (Richards, 1980, p. 16).
Norman Davidson, Director of Teacher Training at Sunbridge College, the principal Waldorf
teacher training program on the East Coast, explained:
What we are offering is really a personal transformative experience. The
student studies the world and human life fundamentally from an
Anthroposophical point of view. He or she learns to experience things from a
spiritual-scientific approach. At the same time, he or she is given the
opportunities for artistic and practical activity that help effect an inner
spiritual development. (Koetszch, 1996, p. 37)
The teacher training colleges are more like religious seminaries than teaching colleges. A
letterhead from Rudolf Steiner College, the largest West Coast school, describes it as ―A
Center for Anthroposophical Endeavors.‖
The full-time teacher training program is a two-year course. The first year, called the
―Foundation Year,‖ is a survey of Anthroposophy, and is also offered to anyone interested in
learning more about Steiner‘s philosophy. A reading list for Foundation Year students
reveals the nature of the curriculum. Note that almost every book is by Steiner those few
that aren‘t by Steiner are by other Anthroposophical authors, with the exception of Parzival.
[RUDOLF STEINER COLLEGE]
FOUNDATION YEAR BOOK LIST 1993-94. The following books will be read and
discussed during the year. You will need to have your own copy of the books
marked *.The rest, and others the faculty will suggest, may be purchased or
borrowed from the library.
Psych 101 The Nature of the Human Being: Microcosm/Macrocosm
Rudolf Steiner, Theosophy*
Rudolf Steiner, Calendar of the Soul*
Rudolf Steiner, The Younger Generation
Lit 100 Parsifal
W. von Eschenbach. Parzival (Mustard and Passage translation)*
René Querido, The Mystery of the Holy Grail: A Modern Path of Initiation*
Steven Roboz, ed., The Holy Grail
Rudolf Steiner, The Search for the Holy Grail
SS 101 Biography, Life Cycles and the Meaning of Existence
Bernard Lievegoed, Phases*