Walking Through Magdeburg for one Night

One of the tasks of the tutoring team in the upper school is to accompany young people on their journey. Time and again, I observe how ninth graders either try to meet the requirements or oppose them. The latter usually happens out of provocation, if they cannot accept what they are offered or if they do not feel they are perceived as adults. I experience it as something existential at this age that boundaries are constantly being tested, towards the teacher, towards classmates or in dealing with oneself.  Exploring boundaries, crossing borders in order to perceive and find oneself, proved to be an important experience for me on the path to growing up. That's why I was moved by the thought of how I could create experiences for the students that would help them develop the strength and confidence to find their own paths.

In conversation with a colleague from a Berlin Waldorf school, I learned about an activity she had carried out with students, a 40-kilometer hike through Berlin at night. This project inspired me, and I began to think about doing something similar with my ninth graders. Discussions with colleagues encouraged me to start the preparations.

In one lesson I described to the students what I had heard and thought about such a night hike. The boys, in particular, were immediately enthusiastic. But some girls were also attracted by the adventure. Finally, I shared my idea at a parents' evening, describing the pedagogical background and the organizational process. The parents didn't show any major concerns, so I moved forward with implementing the project.

First, I cycled a route. Then, I walked the route at night with my colleagues to establish a timeframe. Ultimately, the date was set: a Thursday evening in late May. I chose this time of year because the nights were short and the temperatures didn't pose an additional challenge. The Thursday was important because my ninth-grade class's Friday schedule wasn't too demanding.

The students could decide whether or not to take on the challenge. Parents also offered the option of picking them up during the hike if they felt they were running out of energy. Those who didn't want to participate were responsible for bringing breakfast to school. Following the hike, attendance at classes was mandatory until 10:00 a.m. I had informed the subject teachers in advance about our plans, so that the subject teacher who was teaching the main class at that time was prepared for the situation. I expected great excitement at the end of our hike, a mood characterized by pride and joy at what had been achieved, but also fatigue, as the night had drained a great deal of physical energy. Every teacher teaching the class had to take this into account that day.

Of 24 students, 21 participated. We met at 11 p.m. on Thursday and set off. We walked through the city, through small alleys, dark garden paths, main streets, and through one of the city's largest parks. Every gas station along the way was considered a rest stop. We walked together, without cell phones or music—that was a requirement. On our walk, we noticed how lively Magdeburg remained until 1:30 a.m. We saw deer in the middle of the city and never experienced complete darkness. Between 2:30 and 3:30 a.m., we noticed that it was getting particularly cold. Around 4:00 a.m., some of their strength began to wane, but the sunrise and the perceived proximity of the school helped. There were repeated spontaneous performances by the students, either acrobatics on deserted streets, singing, or breaks during which they stretched out on the sidewalks. By 6:30 a.m., everyone had returned to school. A great sense of relief spread, conversations and anecdotes were shared, and constant laughter filled our breakfast room. When classes began at 8:00 a.m., all participants were still determined to pay attention. However, not everyone managed to do so. Some went home at 10:00 a.m., while others even stayed at school until 12:00 p.m.

Conclusion

All 24 students demonstrated strength. Three of them had the strength to recognize their own limitations and decided against the hike, even though they suspected they might be missing out on a significant group experience. The other 21 experienced accomplishing something that they had previously perceived as a challenge. I hope that the students succeed in further developing and consolidating the potential demonstrated on this hike.