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Illusion of Coexistence: the Waldorf Schools in the Third Reich, 1933Â

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Wilfrid Laurier University Scholars Commons @ Laurier Theses and Dissertations (Comprehensive) 2009 Illusion of Coexistence: The Waldorf Schools in the Third Reich, 1933–1941 Karen Priestman Wilfrid Laurier University Follow this and additional works at: https://scholars.wlu.ca/etd Part of the European History Commons Recommended Citation Priestman, Karen, "Illusion of Coexistence: The Waldorf Schools in the Third Reich, 1933–1941" (2009). Theses and Dissertations (Comprehensive). 1080. https://scholars.wlu.ca/etd/1080 This Dissertation is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in Theses and Dissertations (Comprehensive) by an authorized administrator of Scholars Commons @ Laurier. For more information, please contact [email protected]. NOTE TO USERS This reproduction is the best copy available. UMI Library and Archives Bibliotheque et i+l Canada Archives Canada Published Heritage Direction du Branch Patrimoine de Pedition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-54260-6 Our file Notre reference ISBN: 978-0-494-54260-6 NOTICE: AVIS: The author has granted a non­ L'auteur a accorde une licence non exclusive exclusive license allowing Library and permettant a la Bibliotheque et Archives Archives Canada to reproduce, Canada de reproduire, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'Internet, prefer, telecommunication or on the Internet, distribuer et vendre des theses partout dans le loan, distribute and sell theses monde, a des fins commerciales ou autres, sur worldwide, for commercial or non­ support microforme, papier, electronique et/ou commercial purposes, in microform, autres formats. paper, electronic and/or any other formats. The author retains copyright L'auteur conserve la propriete du droit d'auteur ownership and moral rights in this et des droits moraux qui protege cette these. Ni thesis. Neither the thesis nor la these ni des extraits substantiels de celle-ci substantial extracts from it may be ne doivent etre imprimes ou autrement printed or otherwise reproduced reproduits sans son autorisation. without the author's permission. In compliance with the Canadian Conformement a la loi canadienne sur la Privacy Act some supporting forms protection de la vie privee, quelques may have been removed from this formulaires secondaires ont ete enleves de thesis. cette these. While these forms may be included Bien que ces formulaires aient inclus dans in the document page count, their la pagination, il n'y aura aucun contenu removal does not represent any loss manquant. of content from the thesis. 1*1 Canada ILLUSION OF COEXISTENCE: THE WALDORF SCHOOLS IN THE THIRD REICH, 1933-1941 by Karen Priestman Bachelor of Arts, Wilfrid Laurier University, 2001 Master of Arts, Wilfrid Laurier University, 2003 DISSERTATION Submitted to the Faculty of Arts in partial fulfilment of the requirements for Doctor of Philosophy Wilfrid Laurier University 2009 © Karen Priestman ABSTRACT From 1933 to 1941, the eight existing Waldorf schools in Germany were forced to close. As an alternative system of education, they were considered a threat to National Socialism. Yet, they were not systematically nor uniformly brought into line with the Nazi state through the process of Gleichschaltung. Very few studies address the history of the Waldorf schools under National Socialism, and those that do are invariably written by members of the Waldorf school community. By examining correspondence between the Waldorf school administrators and Nazi officials, this study helps to fill the void. This investigation reveals that the personalities of both the local Nazi officials and the leadership of particular Waldorf schools played a large role in determining the fate of each school. The ambitions and attitudes of Nazi officials in each state determined the amount of pressure each school felt. In turn, each school was free to determine for itself how best to respond to this pressure. As a group, the schools were motivated by a desire to preserve the pedagogical philosophy Rudolf Steiner, the founder of the Waldorf schools. As such, they were initially eager to cooperate with the demands made of them by the Nazi administration and prove that they were not a threat to National Socialism. As Nazi demands encroached on the schools' freedom to practice Rudolf Steiner pedagogy, however, die schools' cooperation decreased. As each school reached its limits of compromise, they chose to close their doors rather than compromise Steiner's pedagogy. By investigating the eight German Waldorf schools, this study reveals that Gleichschaltung was not always an efficient and successful process and that local authorities heavily impacted the course of Nazi education policy. Moreover, it reveals that individuals did have some room to make choices in Nazi Germany; choices that did not always conform to Nazi wishes. ii ACKNOWLEDGEMENTS This long journey has finally come to an end because of the many people who supported me. My greatest debt of gratitude is owed to my advisor, Erich Haberer. It is impossible to adequately describe the ways in which he has helped bring me to this point. Beyond his patience, understanding, and support, what I am most grateful for is his genuine interest in my research. His sustained enthusiasm for my topic helped fuel my own interest, particularly in those times when it inevitably waned. This was more valuable to me than anything else. I have also benefitted from the unwavering daily support of Jeff Nilsson. He had the dubious distinction of seeing me through this process on a daily basis, from my highest highs to my lowest lows. There were many times when I doubted I would ever reach the end of this project. At those times, only Jeffs absolute faith in me sustained me. Without him, I cannot say I would have succeeded. My years at Wilfrid Laurier University have indebted me to many people, including Terry Copp, George Urbaniak, and Eva Plach. I would also like to thank David Monod for turning my attention to Waldorf schools in the first place. The Tri-University program afforded me the benefit of having Lynne Taylor of the University of Waterloo as one of my Major Field instructors. She provided me with a much-needed wake-up call for which I will always be grateful. My time at Laurier has also brought me into contact with many people who have been crucial to my success, including Andrew Iarocci, Jim Wood, and especially Stephen Connor. He has been a mentor, informal advisor, and most importantly, a friend. My research in Germany was aided my numerous archivists whose enthusiasm for their work was expressed through their helpfulness and knowledge. My greatest stroke of luck was to iii iv be introduced to the archival system by Volker Riess. His day-long tutorial in the Staatsarchiv Ludwigsburg ensured my continued success throughout the rest of my research trip. In addition, I was assisted by Wenzel Gotte, Uwe Werner, and Peter Augustin. Finally, I want to thank my family, not just for supporting me in this endeavour, but for supporting me in all my endeavours. As much as they have always cheered me on and encouraged me to strive towards success, I have always known their support would be no less if I failed. The security of knowing this prevented me from doing so. My parents' constant pursuit of their dreams, their tenacious refusal to be beaten, and their stubborn, sometimes incomprehensible, optimism inspires me every day. LIST OF ABBREVIATIONS AHS: Adolf Hitler School BAL: Bundesarchiv Lichterfelde BFWS: Bund der Freien Waldorfschulen BFWS A: Bund der Freien Waldorfschulen Archiv IfZ: Institutfur Zeitgeschichte Napola: National Political School NSDAP: Nationalsozialistische Deutsche Arbeiterpartei. NSLB: Nationalsozialistische Lehrerbund. PLANS: People for Legal and Non-Sectarian Schools. WSV: Waldorfschulverein v GLOSSARY Abitur school-leaving exam administered by the state Abteilung Department Amt Office Bezirk District - smaller in size than a Kreis. Ernahrungsamt Office for Nourishment or Health Eurythmy a form of expressive movement developed by Rudolf Steiner Fuhrerprinzip leadership principle Gau region - territorial division of the NSDAP Gauleiter regional leader of a Gau (NSDAP) Geldndesport open country sport practiced by the Hitler Youth Gleichschaltung 'coordination' - the Nazi policy of bringing all social, political, and labour organizations under party control Kreis District - subdivision of a Gau, part of the territorial organization of the NSDAP Kreisletter district leader of a Kreis (NSDAP) Kriegsbeschddigt referring to wounded war veterans of the First World War Land state in the German Reich Landjahr a program started by Reich Education Minister Bernhard Rust which required students to spend nine months living in a camp in the country. It was meant to teach German youth techniques of farming as well as develop their physical strength and an appreciation for the land Lehrerkollegium teachers' council. The method of self-government practiced in Waldorf schools Ministerdirektor head of a department in a Ministry VI Vll Minister dirigent head of a section in a Ministry Ministerialrat advisor to a ministerial official Minister Prdsident the head of the civil government of a Land Prufungskommissar Examination Commissioner Oberprdsident head of the civil
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  • When Healing Becomes Educating

    When Healing Becomes Educating

    When Healing Becomes Educating Selected Articles from the Journal of Anthroposophical Medicine (1986 -1998) Volume VI: School Health and School Doctor 1 2 When Healing Becomes Educating Selected Articles from the Journal of Anthroposophical Medicine (1986 -1998) Volume 6: SCHOOL HEALTH AND SCHOOL DOCTOR RESEARCH INSTITUTE FOR EDUCATIONWaldorf 3 Published by: The Research Institute for Waldorf Education PO Box 307, Wilton, NH 03086 When Healing Becomes Educating Volume 6: School Health and School Doctor ISBN # 978-1-936367-38-2 Editor: Douglas Gerwin Layout: Ann Erwin Articles originally published in the Journal for Anthroposophical Medicine c/o Anthroposophical Society in America 1923 Geddes Avenue Ann Arbor, MI 48104 © 1986–1998 Reprinted with permission from the Physicians’ Association for Anthroposophic Medicine 4801 Yellowwood Avenue Baltimore, MD 21209 4 Table of Contents The Physician’s Path . 7 Philip Incao Eugen Kolisko and the Role of the School Physician . 12 Gisbert Husemann The School Doctor’s Vocation . 28 Eugen Kolisko Medical Examination of School Entrants at Waldorf Schools . 31 Karl-Reinhard Kummer Concerning Childhood Vaccinations Today . 39 Lore Deggeller Sport – A Surrogate Religion? . .. 52 Gisbert Husemann 5 6 The Physician’s Path* PHILIP F . INCAO, MD “The physician’s path is one of knowledge of the human being in health and illness, and knowledge of the whole world of nature from which our remedies derive.” The path on which the physician walks through life and through the world is a path of healing, both for himself and for the patient . We can look at healing from many aspects, but I would like to take the historical ap proach .