History & Philosophy

The First Waldorf School

In April of 1919, noted philosopher, scientist, and educator, Rudolf Steiner, gave a talk at the Waldorf Astoria factory in Stuttgart, Germany. The German nation, defeated in war, was teetering on the brink of economic, cultural and political turmoil. Applying his deep study and insights into the nature of the human being, Steiner spoke to the factory workers about social renewal and about a new way of organizing society, both at large and at an individual level. Inspired, Emil Molt, the factory’s director, asked Steiner if he would establish and lead a school for the employees’ children. Steiner agreed, but insisted that the complete, basic curriculum be made available to all and be independent of political or economic motives to the extent that the law allowed. The teachers were to be free to teach according to their best insight into the needs of children and to guide the school in support of its educational goals. Steiner’s conditions were radical for that time, but Molt gladly agreed to them. On September 7, 1919, when the “Independent Waldorf School” opened its doors, Rudolf Steiner stated, “It is not our intention to teach growing human beings our ideas or the contents of our world-view.” Today, Waldorf schools continue to seek to develop the perceptions and capacities for creative thinking in young adults so that they can shape society for the advancement of humankind out of their own insights and experiences.

"Our highest endeavor must be to develop free human beings who are able of themselves to impart purpose and direction to their lives."

-Rudolf Steiner (1861-1925) Waldorf School founder

Our History

The Waldorf School of Princeton began as a playgroup who met in the home of Caroline Phinney and Princeton professor, Bob Phinney, in January of 1983. By the 1984 school year, a full 18-member Nursery-Kindergarten was established. In 1986, the grade school was inaugurated with a first grade taught by Ekkehard Heyder. The value of Waldorf education quickly became known and a new grade one was added each year after that for seven years.

Since its founding, an energetic and resourceful community continued to be enthusiastic about Waldorf education. This enabled the school to acquire the current farmhouse in 1987. Located on over twenty acres of meadows, woods and a stream, this “Golden House” held the grade school students while kindergarten programs thrived in satellite locations such as Hopewell and Princeton.

Campus expansion continued with an eye toward retaining the original farmhouse charm and keeping environmental impact low. In 1998, a new grade school building opened and the school’s programs continued to flourish.

Enhancements and renovations were not limited to the classroom buildings. Tennis courts and sports fields were created in 2005, adding to the outdoor “gymnasium” that students enjoy. A solar greenhouse in the form of a geodesic dome was completed with community efforts in 2007. By 2008, the school reached its goal of complete campus consolidation. Today, all of the early childhood and grade school programs are housed on the main campus.

Our Mission Statement

The Waldorf School of Princeton, part of an independent educational movement of over 1,000 schools worldwide, is dedicated to recognizing the unique spirit of each child. Through a rich curriculum integrating the academic, the artistic, and the practical, the Waldorf School of Princeton guides children toward self-knowledge, to meet the world by awakening within them warmth of heart, clarity of thought, and strength of purpose.

Our Core Beliefs

We work to offer an education that develops the whole child - head, heart, and hands / thinking, feeling, and willing / intellectually, spiritually, and morally - based on the principles set forth by Rudolf Steiner in his lectures and writings and adapted for a changing world.

We strive to foster in our students a lifelong love of learning by giving them the practical and academic skills necessary to meet life's tasks.

We recognize the different developmental stages and needs of each child and advocate meeting them with appropriate methods and curriculum.

We provide an environment where childhood is protected and the idealism of youth can be nurtured to form the foundation of a purposeful and productive adulthood.

We believe that mutual respect and support should be at the heart of all relationships.

We honor the uniqueness of each individual and hope to reflect the diversity of our society in the school.

Our goal is to hold a community of students, teachers, parents, staff, alumni, and friends, based upon the educational and social teachings of Rudolf Steiner, so that we may be a positive influence on the world around us.

We consider tuition, fees, gifts, and other monies given to the school to be support of our Waldorf School community rather than fees for an individual child's education. We recognize that we are all responsible for the continued financial health of the school.

In conjunction with the Association of Waldorf Schools in North America (AWSNA) we contribute to the support and expansion of Anthroposophical initiatives, including Waldorf education, in other schools and the Waldorf movement worldwide.

International Growth

Waldorf education, now approaching its 100th anniversary, has emerged as the fastest-growing independent school group in the world. With an emphasis on child development and a curriculum that incorporates practical, intellectual, and artistic elements, Waldorf education has grown to over 1,000 schools worldwide. In North America alone, over 250 schools are affiliated with the Association of Waldorf Schools of North America and several public schools use Waldorf methods to enrich their teaching. There are also many Waldorf teacher-training institutes in North America.