For how long have you been with the Ecole and what made you join the team?

I joined the Ecole in February 2025. I was very impressed by the location of the school, its educational philosophy, the organization, and the amazing campus tour given to me by two students truly made the school stand out.I chose the Ecole because of the challenge ahead, i.e., to make the Ecole known to more families and students seeking the most personalized educational option available, and allowing young students to develop their passions, nurture their super-powers, and really to become who they are.

What does a day look like for you? What do you do at the Ecole?

Every day at the Ecole is dynamic and inspiring. As Head of Marketing, Communication & Admissions, I lead our marketing and communications, making sure the unique spirit of our progressive, holistic education is shared clearly and authentically. I work closely with families worldwide to guide them through the admissions process and help them discover the Ecole. In addition, I collaborate with international partners, while staying closely connected to our vibrant school community here in the Swiss Alps.

What is the most inspiring part of your job and the Ecole?

The most inspiring part of my job at the Ecole is the variety of meaningful challenges I get to work on daily, and the privilege of doing so with an amazing team whose growth and success I deeply value. It’s also very motivating to carry forward the legacy of our founders, staying true to their vision of progressive, holistic education. What makes it truly special, though, is being part of a close-knit campus community in the Swiss Alps and seeing our students thrive — both academically and personally — as they progress on their learning journeys.

If I weren't so incredibly good at my job, I would probably be?

A gardener. During the summer months, you´ll most likely find me in the garden, digging, planting, or building. From planting flowers to crafting a garden shower using spare parts, I enjoy creating things from scratch.

What is the best piece of advice you would give to our ambitious students?

When I was 15 years old, I was accepted to a national basketball academy and high school, requiring me to move away from my family and join a boarding community. It was a tough transition, but it taught me a lot over the years. Thus, my best advice is: enjoy the Ecole authentically, engage with the community, build meaningful human relationships, actively learn, and have plenty of fun!

If you could pick an Ecole afternoon course to attend, what would be your top choice?

Blacksmithing!

Haha, not an easy question – intense, for sure. I came to the Ecole when I was 14 years old, a time when the whole world feels wildly dramatic and beautiful at once. I don’t know how much of that teenage rollercoaster was thanks to (or caused by) the Ecole, but it definitely provided a truly stunning backdrop. For a long time, I saw myself as more of an outsider, and I felt that way at the Ecole too. But looking back now, my time there was shaped above all by friendships.

I experienced it as deeply encouraging – encouraging me to step out of my comfort zone and to stand up for who I am, whoever that might be. To find myself – which is no easy task. I felt motivated to try everything: from folk dancing to inline skating (which was still cool back then), from pottery, painting, making music to programming video games (or pretending to). It didn’t matter whether something seemed “cool” or not. And it was also a place that invited you to question everything and think critically – even when it came to the core principles of how we live together.

I really explored the full spectrum of the Ecole experience. I lived in four or five different family groups, was part of countless Friday groups, served on the Schulgemeinde and Polygon leadership, and also took part in a few secret night stroll.

I remember endless Sunday afternoons spent sitting on the “Elephant Steps,” having deep conversations and trying to figure out the world (haha), usually after we had already used up all our airtime on the family radio. And the gong – which we stole and hid at least twice.

Which path did you take after the Ecole?

Maybe the better question is: which paths? The Ecole’s motto “Become who you are” was present in nearly every context – and we were given the space to try everything. I took that quite literally, and never really tried to just be who I am.

Back then, architecture was romanticized in my circles as the most intellectually demanding form of self-realization, so I initially enrolled in that field at ETH Zurich. But then things took a different turn.

I studied philosophy for a year – because, well, that’s life, and the ultimate “become who you are,” right? But it soon felt too ivory-tower-ish for me, and I took the motto even further by turning to craftwork and starting an apprenticeship as a boatbuilder. Before completing it, though, I realized I was more of an academic after all, and began studying musicology at the University of Bern.

In the midst of all this self-searching, music was always a constant. I played in six more or less successful bands, so it made sense to finally explore the topic from a critical and scholarly perspective as well.

Today I hold a PhD in musicology (my dissertation focused on video game music and sound), and I work on a research project in Switzerland between 1970 and 2000. I’ve always been drawn to topics that are socially ambivalent. With my band , we just finished recording our second album, House by the Sea, and hope to release it later this year – it’s already in the bag.

I’ve stayed in Bern ever since (after living in Aargau, Fribourg, Nidwalden, and Lucerne post-Ecole). I now live with my family right on the Aare river, and I enjoy jumping into the water whenever I can on hot days.

How did your professional path develop over time?

For a long time, I was caught in the process of becoming – trying out many different things. But I always stayed true to myself and chose paths that I felt intrinsically motivated to follow. In the end, it paid off, even if I’d consider myself a late bloomer career-wise. I believe the Ecole encouraged me to take the time and space to truly figure out who I am – and not settle for a compromise before I got there, even if the road was long.

What makes the Ecole special to you?

First and foremost: the people. The community, with all its different layers of relationships and opportunities for shared decision-making, and the broad spectrum of experiences you can dive into. And of course, the school system itself and all those unique teachers I got to know on eye level – with their strengths, quirks, and oddities. At the Ecole, students are taken seriously as whole human beings. Grassroots democracy isn’t just a nice-sounding concept – it’s something that’s truly lived (or at least was, in my time).

Then there are the traditions and rituals: folk dancing evenings, hikes, family nights, vespers, morning exercise – even cleaning time, the silent minute before meals, and of course the gong. Most people would probably also mention the Singgemeinde, but honestly, I never really warmed to it – strange, I know.

What advice would you give to current students?

Try everything – not just what you're already drawn to, but also what might not seem fun or meaningful at first glance.

“Become who you are” is an ongoing process – not just for students and staff, but also for the school itself, which grows and evolves with you. Give yourself to the Ecole, try to understand and experience even those principles that might feel strange or uncomfortable at first – and question everything at the same time.

In my view, it’s this ever-changing community of students, staff, and helpers that defines the Ecole – not some frozen set of ideals from a past that’s no longer alive.

The most beautiful thing about the motto “Become who you are” is that it speaks to every moment in this never-ending process. So enjoy the now – sitting in the sun on the Elephant Steps, by the lake, or wherever you happen to be. That Alpine panorama and the crisp mountain air… most of us will miss it in everyday life and remember those little moments and sensory impressions (yes, even shoveling snow before breakfast 😉).

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I loved my time at the Ecole and I was very involved in the goat project, spent plenty time outdoors enjoying the activities the Ecole had to offer.

What path did you take after leaving the Ecole?

I went to university and did a degree in marine and natural history photography, I had become a qualified diver and I pursued pet and wildlife photography getting and WWF. Later on I discovered about the dog handler role in the British Army, I started pursuing it in 2024 and am thoroughly enjoying my time. At the end of the month I will be training a puppy to become a qualified patrol dog.

How has your career evolved over time?

My career went down the path of becoming interested in dogs & training which lead to me discovering a career in the Army being a dog handler. There’s no role or job like it and it’s an extremely rare opportunity so I knew I had to try my best to complete the training.

What makes the Ecole special to you?

The Ecole is special to me because of the community it has, there is nothing quite like it. Especially the teachers and their attitude to teaching is unique and makes everything enjoyable.

What is the best piece of advice you would like to give our current students?

My best piece of advice would be to try everything the school has to offer and to get involved as much as you can. And if they haven’t done a folks dancing class yet to try one because at first I wasn’t into it and then I tried it and I really enjoyed it.

📸 Featured by BBC Earth as part of their #EarthCapture series.
Wesley’s photo of two Egyptian goose goslings highlights his early talent for wildlife photography.

Wesley’s Instagram Accounts:

– Armin Lüthi (Mitarbeiter 4.48–3.50, 4.56 ff.)
– Kim Dios (Mitarbeiter 9.95–8.99)
– Chris Gray (Student 9.59–6.61)

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The Schulgemeinde: What it Wants and What it Is For – A Historical Perspective

According to the earliest preserved minutes from a Schulgemeinde at the Odenwaldschule (founded in 1910), dated July 3, 1912, there was a lively debate about whether “everyone who joins should immediately have voting rights.” On September 11, the minutes state:

“What has been discussed in the last two Schulgemeinden is the following: the purpose and structure of the Schulgemeinde; what it wants and what it should be. It is the assembly where all matters concerning our community, or individuals within it, are discussed and, under certain circumstances, decided upon. It is the collective that pursues a common goal. The concerns of this community are the concerns of each individual. Children and adults stand side by side. Everyone has duties toward the whole, in accordance with their abilities.”

Over the decades that followed, the Schulgemeinde repeatedly questioned itself – sometimes by students, sometimes by staff, and sometimes by Paulus himself. Here are two perspectives from the “Neuer Waldkauz,” the student newspaper of the Odenwaldschule. The first is by Gideon Strauß (12th grade, OSO), written in November 1927:

“Matters that affect everyone in the school and are worth being discussed by the whole school usually come to the Schulgemeinde. When I came to the Odenwaldschule a year ago, I was surprised that the students handled everything so independently. But once I had gained insight into school life, I saw that much was actually initiated by the staff. I also noticed that there was little practical thinking — long speeches were often made without any actual proposals. That cost us a lot of time. But this has improved significantly over the past year. It’s often the same people who keep talking, while the others stay silent. When Lanzelot told us during a hiking report about the hunger strike at Bieberstein, it became clear how important the Schulgemeinde is. At that school, students couldn’t speak out about problems. I believe that a free community like ours is unimaginable without a Schulgemeinde.”

Many proposals are discussed in working groups. Still, I believe that some of them, because they affect everyone, should be brought to the Schulgemeinde — for example, the daily schedule or the school badge. I find it wonderful that older and younger students are treated equally, and that the older ones often listen to the younger ones — even when what they say doesn’t always make sense.

The organization of the Schulgemeinde has improved significantly — for example, through the abolition of the speaker list book, so anyone can speak without having to sign up first. Only then did people start questioning the speaker directly.

There were times when no Schulgemeinden took place, but instead the very important working group “About the Schulgemeinde: what it is and what it wants.” The motion was submitted by Mr. D. Meyer (OSO) and Götz (K, OSO). This group formed the main foundation of our constitution. Its purposes were:

1. To link us more deeply with our community.

2. Is it our form of government?

Were previous Schulgemeinden really that bad? Several reasons came up during the discussion. Some said they weren’t well prepared and couldn’t follow the discussion or even attend. Others said that decisions were just presented in the Schulgemeinde, not discussed. Some students reported that you could say something and make binding decisions — but you weren’t allowed to laugh or joke. You had to support the staff member’s proposal if you didn’t want to undermine it.

Two students argued:

1. Voting rights must be earned. They thought this made votes more meaningful, but since no votes are held anymore, it’s being abolished.

2. Voting rights don’t matter anymore since votes are no longer held — so it’s being abolished.

Just as easily, we could abandon the Schulgemeinde if it no longer serves a purpose. Already now, there is a strong tendency to replace it with discussions in smaller groups, as it is seen as too cumbersome as a governing body. We have working groups (by age group), and particularly important or complex issues are discussed within them. Mr. Beyer suggested that all issues should be discussed in the families, which would then send representatives to a kind of parliament that would deliberate with Paulus and make decisions. The idea of a parliament was rejected, since the Schulgemeinde had not even been consulted about it. Still, the families are well suited for discussing school matters and should be utilized even more.

In Goldern, Paul Geheeb refused to hold Schulgemeinden for a longer period, as he felt the community was not mature enough. Under student pressure, they were reintroduced in the 1950s.

When Ruth Cohn began her work as a consulting expert with us in 1974, we explored all aspects of life in groups together with her. One such group described itself in a way that still fits many schools today. Point 1 read: “Political education – or what did you think?” A “school of humanity” is supposedly dealing with bread and weapons trade in the atelier, on “national action” – how should we solve the immigration issue legally – politics, do we even want that? (Two, far too few.) But there are also clear boundaries for the Schulgemeinde: participation has limits – safety, health, laws, and the school’s core concept.

Political topics recently discussed at our school included: environmental protection, Amnesty International, nuclear power, industrial diseases, etc.

There is no voting in the Schulgemeinde. That would be nonsensical – in an assembly of all school members, about 100 people. The goal is to engage in shared discussion until a solution emerges that everyone can accept. The Schulgemeinde leader has the challenging task of sensing “the sense of the meeting,” the common denominator – what everyone truly wants. This is, of course, much more difficult and time-consuming (but ultimately more democratic) than a vote where a 51% majority overrules a 49% minority.

Often the Schulgemeinde struggles to form a clear opinion: it’s too large. In such cases, decisions must be made in smaller groups, which also operate using the principle of consensus. Nevertheless, the Schulgemeinde remains a very important institution: often, an issue becomes truly clear to every school member during a session, and from the discussion, the direction in which a decision should go can often be discerned.

— Armin Lüthi (M 4.48–3.50, since 4.56)

Schulgemeinde as a Threshold Between Individual Will and Community Thinking

After Friday’s cleanup, there was time for tea, then we would go down into the Great Hall for the Schulgemeinde – it was an important part of the weekly ritual at the Ecole. We would come together and share thoughts – much like during singing on Saturday mornings or Sunday evening Andacht. These gatherings felt like a central part of any community: from the “town hall meetings” of pioneer settlements in the USA to village assemblies in the southern parts of Europe – this is how communities have gathered since ancient times.

It was hard for me, for example, to drag the whisperers in the back row into line – they were supposed to learn, as Paulus used to say, “to be bored with dignity.” Those were Paulus’s unforgettable words. At the same time, he was concerned that too much democracy might lead to chaos. Too much speech and excess in our communal gatherings, illustrated by the example of Drei-Welten-Essen, could also be off-putting. The Schulgemeinde sessions could become so intense that many left feeling overwhelmed and tired – even if they were very much part of the discussion.

“Public speaking,” the art of speaking in public, is something I learned in many Schulgemeinde meetings during my years at the Ecole. I had to learn it – even if I didn’t always want to speak. Especially when something important was being discussed, but I wasn’t yet ready to express myself – it helped me nevertheless: I stopped being afraid to speak up and share my point of view.

One memory sticks with me: a Schulgemeinde when I had to make an announcement – about Intensive Week, my caregiving assignment, or about solving a specific problem. So much of life is learned in such a Schulgemeinde – especially when you’re not just attending but actually participating, standing up and making an effort. Those who stay on the sidelines often get the feeling that nothing gets done.

Looking back, I think of the Schulgemeinde as a kind of compass amidst the daily commotion; a threshold between individual intention and communal thinking – an essential part of the Ecole’s integrity. For many fellow students, it also served as a “safety valve,” where they could express their frustrations or their “readiness to disrupt.” If you can speak openly about that without being punished or labeled as a troublemaker, then a first step has already been taken toward de-escalating the situation.

— Kim Dios, Arizona, USA (M 9.95–8.99)

Current Schulgemeinde Leaders in Conversation

Jonas, you’ve been leading the Schulgemeinde for nearly three and a half years, and since fall 2003, you, Sophie, have joined the leadership. What makes the role enjoyable for you?

Jonas: I enjoy it when I succeed in moving the discussion forward with my interventions and thereby enable lively, friendly conversations – discussions in which even quieter students can participate and express themselves. It's especially nice when a small conflict can be brought to a clear resolution. That’s the positive side of interventions. On the flip side, I often receive criticism for how much I speak.

Sophie: For me, it’s exciting to figure out what’s really behind a conflict. A big challenge is fulfilling this role as a student leader. It's a balancing act: for example, how do I deal with staff members who are whispering to each other?

What qualities are needed for your role?

Sophie: Respect from students and staff – and clarity: not mixing up my different roles. So I always make clear when I’m speaking as a Schulgemeinde leader and when I’m just a fellow student.

Jonas: Yes, and you also have to stand behind your role and fundamentally support the idea of the Schulgemeinde, since as a leader, you’re part of this structure.

How did you experience the Schulgemeinde before you became a leader?

Sophie: I used to just be one of many students, and I was pretty passive. As a leader, I now experience it much more consciously.

Jonas: Since I’ve been a leader, I notice very strong phases in myself – for example, when I feel obligated to my peers and speak more than others. Before, I found that annoying. Now I understand that it’s often related to the topic at hand.

Sophie: And it’s exhausting to lead a Schulgemeinde back into calm and focus when disturbances come from boredom.

Jonas: My ability to be bored with dignity has definitely improved.

When do you find boredom arises most easily?

Jonas: Generally, it's a problem when announcements are directed at the whole community – then no one feels truly addressed. And if points are poorly prepared, it drains energy.

Sophie: There are announcements that keep repeating, like travel rules or hiking safety. That makes it hard to hold people’s attention. But these announcements are still necessary.

Do you have a solution for that?

Sophie: Part of it has to do with the type of agenda points – topics that affect everyone’s needs are more vivid and real in the way they are discussed.

Jonas: I thought the discussion about the “Three Worlds Dinner” was excellent – very vivid and meaningful. It was about how to make global inequality in food consumption tangible within our own community using one evening meal. The discussion went on so long and intensely that many stayed after the session to continue.

Sophie: What bothers me is when students say, “It’s no use bringing my concerns to the Schulgemeinde.”

Jonas: There’s a lot of grumbling, but no action: everyone wants to go to Meiringen (editor’s note: only students over 17 are allowed to go to Meiringen alone, younger students must be accompanied by staff), but no one brings this issue to the Schulgemeinde.

Part of the problem isn’t just the topics themselves, but how they’re prepared. Sometimes it might help to propose more radical solutions. If we have to explain again that the milk bar needs people to run it and that staff members can’t do it alone, maybe we should just shut it down for a while. The milk bar would probably be missed more if students had to step up to support it. At the same time, it’s important to maintain balance and not constantly resort to threats or horror scenarios. That doesn’t help.

Sophie: Every time all the Friday group meetings are announced again, I ask myself why. That mostly happens at the end of the Schulgemeinde. All in all, I think we should limit the Schulgemeinde more. Sometimes it goes on for an hour and a half, and by then no one can concentrate anymore.

Jonas: And we also depend on the people who submit agenda items: their time estimates are often vague. First they say “just a short one,” and then it goes on for seven minutes.

Sophie: Since Sonia (Benenson, K 9.65–6.67, 9.70–6.72, M since 8.99) started simultaneously translating the German contributions into English, agenda items should ideally be presented in German. That saves a lot of time and energy – even though English speakers may be more effectively reached in English.

How do you perceive the participation of fellow students?

Sophie: My impression is that many are very engaged when talking to their neighbors, but far fewer have the courage to stand up and represent their opinion in front of everyone.

Jonas: That’s difficult. As long as I’m just “leading,” I’m not nervous – but when I want to express my own opinion, I get very nervous.

Sophie: You could be attacked for it.

Did you ever stand up in the Schulgemeinde to express your opinion?

Jonas: I never did – even though I always liked the Schulgemeinde, I never dared to say anything.

Sophie: I did. It was about moving the evening schedule back to its original time – from 6:30 p.m. to 6:40 p.m. I remember it well, because it suddenly turned into a real confrontation: students vs. staff.

Jonas: I was already a Schulgemeinde leader at that point. It was very hard to find a meaningful resolution. The positions were entrenched: the students wanted 10 more minutes of free time between dinner and Quiet Hour, and the staff needed enough time after classes to clean up before dinner. Actually, it was clear from the beginning how the point would end: with the voluntary agreement of the students. But I find it more honest to simply say, “We’re going to do it like this and that, because …”

The interview was conducted by: Viola Waller (M since 9.98)

Thanks to Scott Sandel (former MA and now a member of the Board of Directors), who documented the demolition with his camera, we can now reconstruct the process as a visual story. According to his recollection, the demolition took place during the summer break, most likely in 1992.

The Turmhaus – still intact

Before we focus on the demolition, let’s pause for a moment and look back at the intact Turmhaus. Those who remember the building will immediately recognize the layout of the windows, the balcony, and of course, the iconic tower.

In the photo on the left, you can see the tower house from the back, behind the main building.

Preparing the tower for relocation

Before the rest of the building was taken down, the tower was carefully prepared for removal.
The wooden wall panels were taken off – presumably to lighten the load and make it easier for the crane to lift. The upper floor with the bell remained intact.
Later, once placed on the Eselswiese, the wooden walls were reattached, restoring the tower to its familiar look.

Interior views after the wall panels were removed

A rare glimpse inside the Turmhaus during the tower preparation.

The move to the Eselswiese

A dramatic moment: the crane lifts the tower and carries it over the Platz down to the Eselswiese, where it still stands today.
The original bell remains in place.

The relocated tower, just as it has stood ever since — with firewood now stored inside.

Tearing down the rest

Now the excavator moves in. The remaining structure of the building is gradually demolished.

Scott Sandel (then an MA and a Turmhaus resident himself) remembers this part of the demolition especially vividly:

“I remember the demolition itself in great detail. It happened during summer vacation, 1992 or so. I was in a band at the time and we were having two or three day-long rehearsals in the alte Werkstatt. Every break, we would sit on my balcony in MWH and watch the show. And it really was a show.”

The house put up more of a fight than expected.

“That house put up an epic struggle. There was one guy with his crane and steam-shovel going at it for days on end. He would pull and tug and smash and bulldoze over and over, and that house just wouldn’t come down. Finally, after days of struggle, he attached his chains to the top of the house frame and managed to get the whole thing to come tumbling down.”

A scene that remains vividly remembered to this day — and a moment that speaks to the character of this old building.

A new chapter: the Geheebhaus

In place of the old Turmhaus, the Geheebhaus was built. It is named after the school’s founders, Paul and Edith Geheeb.

The Geheebhaus continues the role of being the home of the “Grosser Saal,” as it was called in the Turmhaus. The Grosser Saal hosts Schulgemeinde, Singgemeinde, theater performances, Andacht, folk dancing, and many other events.

In addition, one of the Ecole families lives in the upper floors of the Geheebhaus. And last but not least, the building also houses the Atrium and several classrooms, as well as the school kitchen.

With its versatility, the Geheebhaus is a worthy successor to the Turmhaus. For more than three decades, it has shaped and supported many aspects of school life at the Ecole — as a space for shared experiences, a place of learning and living, and as a central hub for numerous Ecole traditions.

For how long have you been with the Ecole and what made you join the team?

I joined the Ecole in April 2021 for two main reasons. Firstly, I met my future wife here in February 2021 when she was an artist in residence. Secondly, I was blown away by what she told me about the school's history and educational system. She knows it well, having also studied here for five years.

What does a day look like for you? What do you do at the Ecole?

My days consist of maths, music, socialising, eating together and, sometimes, cooking. I do all of this with the students and my colleagues! The days are pretty intense and long, but also very rewarding.

What is the most inspiring part of your job and the Ecole?

While everyday life is inspiring, it is the special events that produce exceptional results. Last term, I organised the art café with Shiloh, a graduating student. It was an incredible evening of art, music and poetry!

If I weren't so incredibly good at my job, I would probably be?

...returning to my career as a concert pianist and chamber musician.

What is the best piece of advice you would give to our ambitious students?

Keep trying until you find something that gives you joy and that you are good at. Enjoy the process, don't worry about judgement, be patient, ask for help, talk about your concerns and share your successes, think creatively, think outside the box and listen.

Which afternoon course would I take at the Ecole?

Probably ceramics with Ben. I hope I can find the time to attend in the future! We also have a pretty awesome pizza-making class this term. I tried a slice yesterday and it tasted just like being in Italy!

It was a time of tremendous growth! It was so different from public school in Washington, DC in 1970 — it blew my mind. When I returned from winter vacation after my first trimester, I knew that this was my new home.

What path did you take after leaving the Ecole?

A gap year to learn French in French-speaking Switzerland, then Vassar College in New York State, where I met my life partner Kathleen Hennessy and earned my Bachelor of Science in Ecology-Conservation.

How has your career evolved over time?

I started with chimney sweeping as a summer job before my last year of college. That ended up being an 8-year phase of my working life. I was self-employed ("The Artful Dusters"), which gave me a lot of freedom and enabled me to continue to do Luethi-Peterson Camps in the summers. Eventually, I went back to university to become a science teacher. 20 years after leaving the Ecole as a student, I returned as a teacher. Kathleen and I (with our sons Rowan and Quin) were Ecole teachers, family heads, and directors for 18 years. We then moved to Meiringen, and I worked as a teacher in the Swiss public schools there.

What makes the Ecole special to you?

The community, the small classes, the personal relationships, the hikes, the singing, Putzpause…

What is the best piece of advice you would like to give our current students?

Jump in! Take advantage of what the Ecole offers that is different from what you already know.

How long have you been at the Ecole?

Since October 2021.

What does a typical day look like for you? What are your responsibilities at the Ecole?

There’s no such thing as a typical day – things always turn out differently than expected. Together with my team, I make sure the infrastructure is safe and well maintained.

What’s the most inspiring part of your work and of the Ecole for you?

When I see that the students feel comfortable and thrive, that really motivates me.

If I weren’t so incredibly good at my job, I’d probably be...

Somewhere on a construction site.

What’s the best advice you’d give to our ambitious students?

Learn a trade. You won’t get rich doing it, but you’ll be able to make a good living, you’ll always have work – and you’ll go to bed at night feeling proud and satisfied.

If you could take part in one of the Ecole’s afternoon courses, which one would you choose first?

Climbing.

📖 was (and still is) one of Switzerland’s most well-known youth magazines – curious, critical, and always focused on the perspective of young people.

🧹📚👫 True to the ideals of progressive education: Head, heart, and hands weren’t just words here – they were a lived reality, even back in 1985.

📸 Enjoy this little time travel, 40 years into the past!

• Original Article in German as PDF

• Download English Translation as PDF

We sincerely thank Scott Sandel for submitting this article.

Since when have you been at the Ecole and why did you decide to join the team?

Since August 2011. Our son was well supported and accepted by the Ecole. As a mother, I appreciated that approach. With a degree in Business Administration (specializing in Controlling), a background as a naturopath (focused on classical homeopathy), and as an expat (our children grew up around international schools), I felt I could contribute well to this “crazy place” – and I love it! I’m also a certified dog education consultant (including mantrailing instructor), and my Labrador-mix office dog is a school support dog. Who else gets to combine three professions in one job?!

What does a typical workday look like for you? What do you do at the Ecole?

• Theoretically: Day-to-day accounting work (I keep the books for 91��ý Hasliberg AG, the 91��ý Genossenschaft, Gesellschaft Hasliberghaus AG, Stiftung zur Förderung der Genossenschaft Ecole d'Humanité, and the pura vida Stiftung für Kinder und Jugendliche); occasional support in HR and Assistant School Nurse (sick room service, visiting ill/injured students, accompanying them to the doctor).

• Practically: Creative chaos, lots of spontaneous actions – super exciting and, as the saying goes: 1. things turn out differently, and 2., than you think.

What is the most inspiring part of your job and the Ecole?

The people.

If I weren’t so incredibly good at my job, I’d probably be…

… off traveling.

What advice would you give to our ambitious students?

Carpe Diem (seize the day)

If you could join an Ecole afternoon course, which one would be your first choice?

Folk dance

Was a great time. Sure, there were a few things I don't agree with but overall it was an experience that changed me and my life.

What path did you take after leaving the Ecole?

Went to different schools in different countries after that, including the UK and Thailand.

How has your career evolved over time?

Still evolving.

What makes the Ecole special to you?

The only place, where a school feels like a home.

What is the best piece of advice you would like to give our current students?

Stay for as long as you can. It will help you grow up and become independent.

For how long have you been with the Ecole and what made you join the team?

Almost five years; the ideas and philosophy of the Ecole, the warm and welcoming atmosphere, the beauty of the mountains.

What does a day look like for you? What do you do at the Ecole?

In the morning, I teach maths and physics, in the afternoon various sports courses. In addition, I'm a supporting family head in Westhaus and organize the academic program of the Swiss system.

What is the most inspiring part of your job and the Ecole?

Watching and helping young people grow and become who they are, and also being able to grow myself as a result.

If I weren't so incredibly good at my job, I would probably be?

Cycling the world, making stops at interesting schools, teaching here and there for a few months, and work as a surf instructor from time to time.

What is the best piece of advice you would give to our ambitious students?

Be kind to yourself, trust in yourself, live in the moment instead of the past or the future.

The Ecole has shaped my entire youth and made me the person I am today. I had the freedom to grow up in an environment that was not dictated by anyone, allowing me to become who I am today.

What path did you take after leaving the Ecole?

I studied Event Management and pursued a career in this field. Today, I organize events for Yeti Coolers across Europe.

How has your career evolved over time?

Since my career is highly social, I rely heavily on my social battery. I believe I developed this ability at the École, where I learned how to communicate with people respectfully and build not only professional relationships but also lasting friendships. I am still learning every day, but the École provided me with the foundation on which I am building my entire career today.

What makes the Ecole special to you?

I think what makes the Ecole special isn’t just one thing—it’s everything! It’s the mountains, the people, the outdoors, the sports, Singgemeinde, the unique connection between students and teachers, and the freedom to choose your own path. It’s not just a feeling you have while you’re there; even after almost 10 years, I still feel it every time I return.

What is the best piece of advice you would like to give our current students?

Take full advantage of everything the Ecole has to offer! I know a lot has changed since my time there, but embrace the freedom of not constantly being on your phone, of spending time outdoors, playing sports, going on hikes, and forming friendships that will last a lifetime. Be young, enjoy every moment, and make the most of this unique experience. Trust me—once you leave the Ecole, the freedom you have now won’t be the same later!

For how long have you been with the Ecole and what made you join the team?

I have been at the Ecole since August 2024, so it's been now 7 months! I applied to work at the Ecole because of the rest of its name – d'Humanité. I loved the idea of working in a school that is a living and learning community, not "just" a school. Students are not seen as numbers but people, and there is a history and culture of educating "whole humans" to help them become who they are which I have seen in practice since coming here. I wanted to be part of a team of supportive, caring and competent educators that would inspire me and I could learn from, and I am very happy to say that has been the case since day 1 at the Ecole. I also absolutely love the mountains and loved the co-curricular program set up of the Ecole.

What does a day look like for you? What do you do at the Ecole?

My days at the Ecole are as varied and diverse as our student body and their passions! On a regular weekday, you'll find me at meals in the Esssaal with the Westhaus family, doing putzpause in the morning with my team, spending time in the College Counselling office organizing CollegeBoard exams and liaising with universities to organize visits and offer new opportunities to our students – but sometimes I also teach in the mornings! Last term, I taught a social theory course on the topic of Ideology and Identity, which brought me back to my deep love for teaching and learning sociology that I discovered at university.

In the afternoons and during breaks, I am usually having 1:1 meetings with students from both systems to help them navigate the exciting but confusing jungle of university admissions, internships/jobs and gap year opportunities. I also teach group afternoon courses in college counselling, which are mandatory for students from grade 10 and above in the US program.

As I also have a longstanding passion for dance and fitness, I have also been offering afternoon ballet and pilates classes, and next term I will co-teach a morning course in Dance Repertoire and Pilates-based strength training for dance. I finish my days often hosting evening events, such as the Ecole Future Lab, where we have been inviting alumni to be interviewed by current students on their journeys after the Ecole.

Finally, I am back in Westhaus to check in on my family and I often end up hosting baking sessions and long conversations in front of a cup of tea. While each and every day is its own adventure, I always try to make sure I take at least a few minutes to look at the beautiful mountains around us and soak in the Hasliberg air and the Ecole energy, dreaming of all upcoming outdoor adventures!

What is the most inspiring part of your job and the Ecole?

Working with students to support them in their decision-making processes about what they will do after the Ecole. It is an incredibly complex, vulnerable and exciting process and I feel honored to play a small role in our talented students' journey towards recognising their strengths, passions and goals while also navigating sometimes difficult decisions. Students themselves inspire me with their dreams and drive to see them come through. I am also in awe of the empathy and compassionate character I see them developing since they arrive and how much they increasingly contribute to the community.

The Ecole more than any other school gives them room to experiment and find out through trial, error, challenges and opportunities what it is that makes them motivated and happy to work hard, and what is the kind of world and communities they want to contribute to when they are older.

If I weren't so incredibly good at my job, I would probably be?

A fiction writer (or at least I would try to!)

What is the best piece of advice you would give to our ambitious students?

Believe in your dreams, and remember about the community around you, which is the greatest resource to help you understand yourself, keep you accountable, motivate you and support you in bringing about change. Here and in the future, nurturing good relationships is key: treasure your Ecole friendships, the mentorship from your teachers and advisors, and enjoy building genuine connections with the people that inspire you. Also, it's never too late to change paths!

I attended the 91��ý during my junior and senior years of high school through the American program. Having grown up in Hawaii, I had never been to Europe before, so studying at the Ecole was a completely new experience and remains one of the most impactful periods of my life. Getting a chance to step away from the conventional path and see more of the world - through classmates of different cultures, time spent wandering in nature, and unique extracurriculars like sword making and goat milking - while forming deep friendships during such a formative period, is something I'll always treasure.

What path did you take after leaving the Ecole?

After graduating from the Ecole, I went on to study economics at the University of California, San Diego. My time as an Ecolianer taught me to self-advocate and pursue unconventional paths, which led me to graduate in just three years and launch a website business right afterwards. That business would go on to reach over 1 million annual readers and support a team of writers also passionate about the space. At the same time, I also began building a career in growth marketing, over the years working in-house, freelance, and agency roles to help scale top brands.

Recently though, I stepped away from my marketing career to co-found an agency that helps businesses build AI-powered tools and automate repetitive processes for growth, freeing up their teams to focus on what matters most. Currently, I’m living in New York City and, at the time of writing this, I’m actually getting married to my partner of almost 8 years tomorrow. :)

How has your career evolved over time?

I touched on this in the last question, but my career has taken a lot of twists and turns. Ultimately though, I've always focused on the goal of creating real value and living boldly. I want to make a positive impact on the world, and I believe the best way to do so is by championing causes that are actually moving the needle. That’s why I’m aiming to drive change from the intersection of AI, growth marketing, and meaningful niches in the years to come.

What makes the Ecole special to you?

The Ecole will always be a second home to me. It was a truly magical place - one that gave myself and so many others the space to grow, explore, and fully engage in the process of becoming who we are. While I got into a fair deal of trouble back in the day, in retrospect I can see just how deeply the Ecole, its philosophy, and its incredible staff have shaped me - far more than I realized at the time.

I'm dictating my responses, and from where I'm sitting I can see my desktop wallpaper: a stunning photo of the Ecole in winter, the rooftops blanketed in snow under a crystal blue sky. Years later, and it still takes my breath away. That two-year chapter of authentic self-expression, deep friendships, adventure, and a genuine zest for life is something I’ll always carry with me. The Ecole is truly one of a kind, and I couldn’t be more grateful to have been part of it.

What is the best piece of advice you would like to give our current students?

This might be terrible advice, but hey it worked for me: Don't be afraid to live the way you want to live (within reason). Join level 5 skiing even though you'll probably be the worst one, try running your own afternoon class, go for that night walk to take a midnight dip in the badesee (Editor’s note: night walks only to be done at home and not during the school term). Take advantage of every opportunity to push your limits and grow.

For current Ecolianers, you're stepping into an uncertain world, and I genuinely believe that the only real security comes from cultivating a sense of self-reliance. Be a doer. Manifest your will in the world. Life and experiences pass by fast, so don’t wait. Live the life you want to live today, and be the person you know you can be.

Hi! Please tell us more about yourself, where you’re from, and what brought you to Ecole d'Humanite as a student.

My name is Muhriddin and I’m from Tajikistan. One of the main reasons I came to the Ecole was that I wanted to get a good education and have fun at the same time.

Do you remember what your first week was like? What were some of the challenges you faced, and how did your educators and peers help you overcome them?

When I first came to the Ecole, I couldn’t really speak either German or English well, and I was worried that it was going to be too difficult for me to integrate into the community. But it didn’t turn out to be a problem at all. Teachers and students were super nice and helpful to me, and I remember being involved. Even though there was a lot going on, I was not too stressed.

How do the small class sizes and individualized teaching approaches affect your learning experience?

Since I came to the Ecole and started having small classes, it has been much easier for me to learn and understand the material. Because the classes are smaller, we can ask more questions, and the teachers have much more time for us than in regular schools.

Which co-curricular activities have you participated in, and how have they influenced your interests and skills?

I have participated in many. I wasn’t a big “crafts lover” (I didn’t like crafts much), and I used to think that I wasn’t talented enough or that it wasn’t something for me. But when I first tried silversmithing and ceramics, I loved it so much.

Have you been involved in any student-led initiatives or groups? If so, what has that experience been like?

I was in the Ecole Cup group, and it was pretty cool to organize an event for the whole school that people ended up enjoying.

Hi! Please tell us more about yourself, where you’re from, and what brought you to Ecole d'Humanite as a student.

I'm Orion Schönberger, my pronouns are they/them, and I'm in the American program. I'm from Switzerland and spent parts of my childhood here at the Hasliberg with my family. Both of my parents have been or are teachers at the Ecole, and my brother also attended the Ecole, so I came to the Ecole through my family.

Do you remember what your first week was like? What were some of the challenges you faced, and how did your educators and peers help you overcome them?

The first week was nice but also nerve-wracking, since I had always heard things about the Ecole from my family and now got to experience it myself. The previous contact with my helping student made the experience easier since I could ask questions before arriving at the school, which helped me know what to expect. The returning students were all super nice and helped whenever there was a need, like carrying baggage or finding the right classroom.

What makes your chosen program at Ecole d'Humanite unique compared to other schools you’ve attended?

The combination of courses, which are chosen by the students themselves with the help of their advisor, makes the academic part of the day much easier, since you can choose topics that you are interested in. For example, I took an English course about world mythology and one about anarchism, and the teachers and all of the students in the class were passionate about these topics, which made these classes much more interesting and also led to more engagement than if everyone had been forced to be there.

How do the small class sizes and individualized teaching approaches affect your learning experience?

The Ecole has made me actually understand math. I have always struggled to learn math, but since coming to the Ecole, I've learned to actually understand the concepts and why they work. Instead of just having to memorize formulas, I now know and understand the reasons why a certain formula works on a problem. Since the classes are small, the teachers can use different teaching methods than what other schools use, such as having the whole class work on the blackboards or collaborate on a test. This collaboration between students is very helpful because it is a way to find other ways of thinking that may work better for you than the way in which your teacher thinks about it.

Can you share an example of a class or project that particularly inspired you?

The making of my longbow. My first intensive week at the Ecole was bow making; we spent the entire week carving, measuring, and sanding away at one piece of wood, and at the end, we all had a fully functional longbow and some arrows with which we then went to an outdoor 3D parcours. The experience of working so tirelessly on one piece of wood and ending up with such an amazing bow, which is still in use more than a year later, was so rewarding.

What do you think about the narrative feedback system? How has it helped you understand and improve your academic performance?

The narrative feedback is incredible because it tells you exactly what you are doing well and where you can still improve, instead of just giving you a value of how good or bad you did. It is more human than simply giving you a number.

Which co-curricular activities have you participated in, and how have they influenced your interests and skills?

I have taken silversmithing courses, in which I've made jewelry for myself and others in the exact way that I had envisioned them. It is an amazing experience to have a picture of a pair of earrings in your head and then make them into reality.

How do your teachers help you balance your academics with your Co-curricular interests?

Our teachers, who mostly also teach afternoon (= co-curricular) courses, are advisors and family heads. They value the time we spend on the afternoon courses as much as the academic ones.

Have you been involved in any student-led initiatives or groups? If so, what has that experience been like?

I am a part of the Ecole Cup team, which is a school-internal competition for points, kind of like in Hogwarts with the House Cup. We organize events where the different teams can win points. The competitions range from sport-based things to trivia and sometimes video games such as Mario Kart or Just Dance. It's fun to work with other students to create fun for the entire student body.

If you had to describe the sense of community at Ecole d'Humanite in one word, what would it be and why?

The sense of community at the Ecole is very strong. I think it's because we are our own little bubble of people who think similarly. We eat our meals in our families, and every Wednesday, we spend the evening with our family, cooking and doing a fun activity, which helps to create stronger bonds.

How has your time at Ecole d'Humanite shaped your future academic and career aspirations?

My time at the Ecole has helped me to understand myself more and helped me think of different future paths than what my previous schools have told me I should be aspiring to.

Hi Georges, please Tell us about yourself. Where are you from, and what brought you to the 91��ý?

Hey, I am currently 17 and come from a small town in Switzerland. I was looking for a boarding school, and the Ecole was recommended to me.

What was your first week like? What challenges did you face, and how did your teachers and peers help you?

When I first arrived, I wasn’t sure what to expect from boarding life, as this was my first time at a boarding school. However, I had a lovely helping student who showed me around and helped me settle in. I was initially scared that I wouldn’t make friends easily, but everyone was very open and eager to connect with new students. My family head also helped me understand everything I needed to know, and they continue to support me whenever I have a problem. Additionally, my advisor helps me choose my courses at the start of every term.

What makes your chosen program at the 91��ý unique compared to other schools?

In the Matura program, I have all my academic classes with the same group of students, and over the past year, we’ve built a close-knit friendship as a class. To me, it doesn’t feel like school in the traditional sense anymore. If I struggle with focus or motivation, my classmates help push me through, and we support each other both academically and beyond.

How do the small class sizes and individualized teaching approach affect your learning experience?

The small class sizes really allow me to get the support I need from teachers because they actually have time to help me when I have questions. Before coming to the Ecole, I thought I disliked certain subjects no matter how good the teacher was. But I was proven wrong! Now, I actually enjoy subjects I never liked before, and I’ve realized that the biggest difference is the teacher. You can really feel when a teacher is passionate about their work.

Can you share an example of a course or project that particularly inspired you?

In my first term at the Ecole, we made a film in my French class. The combination of something I was already interested in (filmmaking) and something I wasn’t particularly fond of (French) really opened my eyes. It changed my perspective and helped me see school not as something rigid but as something dynamic that adapts to the class.

What do you think about the narrative feedback system? How has it helped you understand and improve your academic performance?

I think the narrative feedback system has been very helpful. It doesn’t just give me a grade, but it helps me understand my level and what I specifically need to work on. Through this system, I don’t feel judged. Instead, I feel like my teachers genuinely want to help me improve.

Which extracurricular activities have you participated in, and how have they influenced your interests and skills?

I used to hike before, but never with a full pack. The six-day hike at the Ecole inspired me to challenge myself more and try things that seemed difficult at first. It pushed me beyond my comfort zone.

How do your teachers help you balance academics with extracurricular activities?

At the Ecole, extracurricular activities are strongly encouraged, and there are so many options available that it’s easy to take on too much. However, teachers keep an eye on us and make sure we don’t overload ourselves. They regularly remind me that academics should be my priority and help me find a healthy balance.

Have you been involved in any student-led initiatives or groups? If so, what has that experience been like?

Yes! I’m involved in a new initiative called the Ecole Cup. We are a group of about 12 students organizing events for the entire community. I love that we can do this without teacher involvement because we want it to be fully student-led. It’s amazing to see what we’re capable of and how we all grow through the process. Of course, it can be a struggle since it’s our first time doing something like this, but I really enjoy working with such passionate teammates.

If you had to describe the sense of community at the 91��ý in one word, what would it be and why?

Powerful. I think our community is truly unique. It has so many facets that are difficult to describe. You have to experience it to really understand. No matter how the community feels or behaves at any moment, it is always a powerful experience. I would recommend everyone to visit the Ecole and experience it firsthand; it’s worth it.

To be honest, as a teenager, I didn’t fully appreciate everything the Ecole had to offer. Coming from a city, life in the countryside sometimes felt dull to me, the hikes were “oh sooo exhausting”, and some of the rules felt “sooo unfair”.

At the same time, I loved the family evenings, folk dancing, the Singgemeinde, and eating with our Ecole families in the Esssaal (dining hall)  — not to mention many of my morning and afternoon classes. And now, funnily enough, some of my most treasured memories are actually of the hikes! But what truly stands out is the strong sense of community at the Ecole, which, I believe, is what binds so many students to this school on a deep emotional level. That was certainly the case for me.

What path did you take after leaving the Ecole?

I left too early, simply because I missed my friends and family back home. Looking back, I regret that I didn’t stay for the Matura program. Afterward, I attended a Diplommittelschule (a secondary school focused on vocational preparation) without a clear idea of what I wanted to do next.

How did your career develop?

The idea of choosing one career for life (,as I thought at the time,) put a lot of pressure on me, making the “right” decision actually even harder. In the end, I sort of stumbled into a job in the restaurant industry, where, to my surprise, I was quite happy for several years.

During that time, I started volunteering for a nonprofit organization (NPO) and became increasingly interested in digital marketing, which was still in its early stages. Eventually, that same organization hired me as a full-stack marketer. I quickly adapted to the role and stayed with them for about six years. Later, I joined a marketing agency in Basel, where I gained extensive experience in web development and search engine optimization (SEO).

In the spring of 2024, a friend pointed me to a job posting from the Ecole. I applied immediately — and successfully. Since June 2024, I’ve been working here, mostly remotely from Basel. But this month, I’m finally moving to Hasliberg, and I’m excited to experience the Ecole up close again.

What makes the Ecole special to you?

The outdoor activities and creative freedom are definitely great features. I also think the progressive approach to education is far superior in quality to conventional teaching methods.

But what truly sets the Ecole apart for me is, again, the community. I believe, that’s what makes the Ecole a second home for the students.

Oh, and of course, the gong instead of a school bell. That’s definitely special, too. ;-)

What advice would you give to current students?

I’d find it a bit presumptuous to give advice to this generation of students or to any students really, considering how drastically the world has changed in the last 30 years and how different their challenges are from the ones I faced. But perhaps I’ll share this quote, which is often attributed to Paulo Coelho:

“What other people think of you is not your problem.”

Then again, that’s probably something you’ll learn at the Ecole anyway.

Why study the Swiss Matura Program at 91��ý?

91��ý is the only and truly immersive, and progressive non-profit high school in Europe. When being admitted, you will experience the following benefits helping you to progress through your Matura Program:

1. No Entry Exam Requirement: one of the key benefits of 91��ý’s Matura Program is that students do not have to pass the stressful entry exam to be admitted. This reduces the stress and uncertainty caused by the entry exam and enable students to carry on their studies towards graduation and university placement, without losing time, and momentum.

2. Personalized Learning Environment: 91��ý offers a personalized approach to education. Instead of a "one-size-fits-all" approach, students are given the flexibility to learn at their own pace and style, supported by teachers, and personal academic mentors.

3. High-Quality Education: 91��ý maintains a strong and rigorous academic reputation and with excellent learning outcomes, e.g. our students score on avg. 5/6 on Matura exams. We provide a high level of instruction, with experienced teachers dedicated to guiding students through the Matura Program. Our emphasis is on fostering critical thinking, problem-solving skills, and a deep understanding of the subjects being studied. We have successfully prepared students for university placements since 1934.

4. Support for Every Student: whether a student excels in the sciences, humanities, or arts, we provide a wide range of academic support. This ensures that all students, regardless of their background or previous academic performance, can thrive in their studies here at the Ecole.

What is the Swiss Matura Program?

For those unfamiliar, the Matura Program is a rigorous secondary school program that leads to the Federally, and world-wide, recognized Matura Diploma. It serves as the foundation for higher education, including possible university studies in Switzerland, and beyond. The Matura Program a the Ecole spans over 3.5 years, it is taught in small groups of approximately four to eight students. Students are tutored in the core academic subjects in preparation for the credentialing exams, guided by attentive and passionate teachers.

Students begin preparing for their Matura exams in the tenth grade. Students sit the first partial examination in February of the 12th grade, which covers the following subjects: biology, chemistry, geography, history, physics, and either music or visual arts. At the end of the 13th grade, students complete the second partial examination in German, English, French, Mathematics, their chosen major, and a supplementary subject. Upon successful completion of the Matura exams and the Matura thesis paper, students are awarded their Swiss Matura Diploma.

How to Apply to 91��ý?

Getting started by making an inquiry at /admissions is seamless and straightforward. Students interested in joining our Matura Program without having passed their entry exams are welcome to visit our website to find out more about the admissions process. Prospective students are typically required to submit a portfolio that includes their academic transcripts and any other relevant documentation. Once the application is reviewed, our academic team will assess the student’s eligibility based on their individual circumstances and give their admissions decision.

Take the Opportunity and Start Your Applications Today!

For students who are eager to start their Matura program without the stress of an entry exam, the Ecole offers a unique and welcoming opportunity. Our approach allows students to focus on their education and long-term academic goals without being hindered by traditional entry exam requirements.

If you’re looking for a more personalized, flexible path university placement, our Matura-Program could be the perfect choice for you.

To learn more and begin your application, visit .

Your future begins now - no matter if you passed the entry exam, or not.