"I should consider any passing on to pupils
of content taken from my "Theosophy" or from my book "Knowledge of the
Higher Worlds and Its Attainment" as the very worst misuse possible ...
itself is not to be taught in a Waldorf School. What matters is that
its teaching should not become mere theoretical knowledge, or a world outlook
based on certain ideas, but it should become a way of life, involving the
entire human being. If then a teacher who is an anthroposophist enters
school, he must have so worked upon himself that he has become a many-sided
and skillful person, someone who has developed the art of education. And
it is this latter achievement which is important, but never a wish to bring
anthroposophical content to pupils."
[Steiner, Rudolf: Soul Economy in
Waldorf Education, pp. 127-128]
"As mentioned before,
it is not at all our aim to teach an ideology in a Waldorf School, though
such a thought might easily occur to people upon hearing that the anthroposophists
have founded a new school. Our aim is to carry insights gained through
knowledge of anthroposophy right into actual
"The teacher is called
upon to carry into his lessons the utmost respect for soul and spirit.
Without it, he will succeed as little as if he were lacking an even fundamental
artistic and scientific background. Therefore the first prerequisite of
a Waldorf teacher is to have reverence for the soul and spiritual potential
which each child brings with it into the world.
with the child, the teacher must be imbued with the awareness that he is
dealing with an innately free human being. With this attitude he will be
able to work out educational principles and methods which will safeguard
the child's inborn freedom so that in later life, when a pupil looks back
upon his school days, he will not find any infringement upon his personal
freedom, not even in the aftereffects of his education."