We are very excited to be initiating a Waldorf School on the Roaring Fork Alumni Outreach project.  We are working to re-connect with graduates and their families to know where they are, what they are doing, and how Waldorf Education and WSRF had an impact on their lives.  Please check in on our progress through this page.

In the mean time, here are a couple of links to Waldorf graduates world wide:


Dr. W. Warren B. Eickelberg
Professor of Biology
Director, Premedical Curriculum
Adelphi University, Garden City, New York

The 1986-7 academic year will mark my thirty-fourth year of teaching at Adelphi University. When I began, no biologist knew what a gene was and now we manufacture them. When I entered the building, there were but a dozen antibiotics, and now they number in the thousands. Thirty-four years ago many of the biological sub disciplines did not even exist and much of what we taught then would now be incorrect. The minds of men and women have opened for us new vistas to view; the hands of men and women have given us new technology, but the souls of men and women remain the same, always searching for the answers as to whom we are, why we are here, and what our destiny is.

As there have been changes in academic content and technology, so the typical undergraduate student has changed. I lived with and experienced the job-oriented World War II veteran. I remember well the recall to active duty of many for the “peace action” in Korea. I sat through the “teach-ins” and the campus strikes of the Vietnam era. I lived through the revealing anatomy of the miniskirt, the drabness of the dark blue jean phase, the demands by the students to develop their own curricula, the reorientation of learning by professors and administrators, the establishment of obviously immoral sex mores, the decline in admissions standards, and the unique and possibly devastating effect that the medium of television has had on young people. Without any doubt, my past three decades have been marked by change, change, and ever more change.

Throughout this dynamism of activity where values were under attack and standards of behavior were challenged, from time to time there would be a unique stabilizing influence in my classes: a Waldorf School graduate. And they were different from the others. Without exception they were, at the same time, caring people, creative students, individuals of identifiable values, and students who, when they spoke, made a difference.

Let me share with the reader some of these features so that you too might see the difference. Almost without exception, every Waldorf School graduate showed concern for the embalmed animals we use for dissection in Comparative Anatomy. I was always as ked if the animal died painlessly, and they further questioned as to how. The Waldorf School graduates of the fifties, and of today, still show a unique reverence for life, and they regard an experimental animal, whether dead or alive, in a special way… not just as another reagent or piece of equipment to use in a laboratory exercise. Whereas most students are surprised to see the giant liver of a shark, it is always the Waldorf School graduate who sees this massive organ filled with oils as the result of a unique plan to give the animals buoyancy.

When describing geologic time, I have often told the true story of a man whose calculator could record the number 9.9 x 10^99. He discovered that even the estimated number of atoms in the universe or the volume of our known universe in cubic millimeter s could not begin to approach this order of magnitude. It was a Waldorf student who found an article suggesting that the chances of two human beings, other than identical twins, being genetically alike would approach one out of 1 x 10^6,270, and thus concluded that indeed each person is a unique and specially created individual.

We know that the atoms in every cell of every living being are found in the stars and the intergalactic gases and that we all make up a Community of Matter. As we in science view the universe from its creation to its predicted end, man may seem, astronomically speaking, rather insignificant, but any Waldorf School graduate will remind each of us that Man is still the only astronomer.

Once, when I was discussing the decreasing gene frequencies of Blood Type B from Siberia through western Europe, it was a Waldorf student who related this fact to the invasions by Genghis Khan and Tamerlane. It has been said that historians see civilization as a stream through history, and the stream is often filled with blood, loud shouts, killing, and discoveries. It is the Waldorf School graduate who sees the stream, but also focuses on the banks where there are people who love, raise children, build homes, write poetry, worship, and carve statues.

Waldorf School graduates see behind the facts that often must be repeated or explained on examination. They are keenly interested in the macrocosm of the universe and the microcosm of the cell’s ultrastructure, but they know that Chemistry, Biology, and Physics can’t tell them much about the nature of love. They see, in embryology, a fetus developing a compound called prostaglandin, enhancing the mother’s response to oxyticin so that labor can begin, and they see this as a reflection of a guided universe. I feel certain that all Waldorf School graduates believe in the orderliness of our universe, and they believe the human mind can discern this order and appreciate its beauty.