any - Ecole d`Humanité

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Newslet ter Ecole d’Humanité
June | Juni 2013 Hasliberg Goldern, Switzerland
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«Thank you…»
…Dies waren die letzten Worte Natalies kurz vor ihrem endgültigen Abschied aus dieser, unserer
Welt. Seit Tagen schon schien es uns, als könnten wir sie nicht mehr erreichen. Piet hatte ihr einige
Wassertropfen auf die ausgetrocknete Zunge gesprüht. Plötzlich überraschte sie uns mit diesen
zwei kostbaren Worten. Es war klar, an wen dieser Dank gerichtet war, natürlich an ihren Sohn.
Merkwürdigerweise waren wir fünf Familienmitglieder aber bald überzeugt, mehr gehört zu haben
als den Dank für einige köstliche Tropfen. Natalie, so schien uns, sprach von unserer Schule, diesem Ort, der für sie, wie vielleicht kein anderer, das ermöglicht hatte, was Paul Geheeb immer und
immer wieder als Zentrum seiner Erziehungsphilosophie sah: "Werde, der du bist", der Gedanke
des Griechen Pindar.
Und dies könnte die Botschaft sein, die Natalie uns aus ihrer Welt, die schon nicht mehr völlig
unsere Welt war, hinterlassen hat: Unsere Schule ist ein Ort, an dem es immer wieder Kindern,
aber auch Mitarbeitenden, leichter gemacht wird, das zu werden, das zu sein, was in ihren Wesen
angelegt ist.
ARMIN LÜTHI
N.B. Selbstverständlich hätte Natalie diesen kurzen Text etwas zurechtgebogen, zum Beispiel so:
"Werde, die du bist!"
…These were the last words Natalie spoke, shortly before her final departure from this world of
ours. For some days it had seemed to us that we could no longer reach her.
Piet had sprayed a few drops of water onto her dried-up tongue; Suddenly she surprised us
with these few valuable words. It was clear to whom she spoke these words of thanks: to her son
of course. Yet, strangely, we five members of the family were convinced we had heard more than
thanks for a few drops of water. It seemed to us that Natalie spoke of our school: this place which
for her, as perhaps for no-one else so much, had made possible what Paul Geheeb over and over
again saw as the centre of his educational philosophy: “ Become who you are”, the conception of
the Grecian Pindar.
And this could be the message which Natalie wished to send us from the world that was already
no longer fully our world which she had left.
Our school is a place in which children but also adults find it easier to become and to be that
which it is in their nature to be.
ARMIN LÜTHI
Note: Of course, Natalie had adjusted this text somewhat, as for example in german from the masculine to
the feminin form “Werde, DIE du bist!” instead of “DER”. (Be who you are).
Fichten-Keimling
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See you…
Memorial, 1. Dezember 2012, Grosser Saal Ecole d’Humanité
We are gathered here to honor, to celebrate your life. We are here
to grieve. We are assembled here today to embrace you and let you
go. If I had asked you what I should say at your funeral, you would
probably have answered: “Very little, or nothing at all.”
I shall not do that, but I will be matter of fact, down to earth,
brief, laconic.
Three letters, L.P.C., three names, Natalie, Pavey, Nancy.
Natalie, Pavey, Nancy, three strong women, two of whom came
over to Europe in 1949 (the year of my birth) to help rebuild what our
parents and grandparents had destroyed.
I am sitting with you in Haus am Bach, you are overworked,
hassled, stressed, exhausted, angry, disappointed, adamant. The
phone rings, it's a student who wants to speak to another student
downstairs. I ask you: “Why bother? Why don't you tell her you have
no time to go all the way downstairs? Why don't you tell her you
have 1001 other, better, more urgent things to do than climbing
down the stairs?”
Your answer: “It's a person who wants to connect with another
person.” You go downstairs.
LPC is about connecting. About the adventure of connecting
in beautiful, far-away, exciting places.
I see you in the kitchen of the LPC house in Gargnäs, Lapland in
1967. You are very pregnant with Doey. It smells really good. You are
frying liver which you need to eat because you are pregnant. Thomas
and I are on your staff. It is a treat to be on your staff, to be almost
your equals, your colleagues, especially because a few months earlier,
I was your student at the Ecole. Thomas and I are hoping for another
treat, that you share your liver with us, and lo and behold, you do
share your liver with us! LPC is about going far away and getting very
near one another.
You traveled three days to the Arctic Circle to direct the first
half of the camp, until you were so pregnant that you had to fly back,
so that Doey could be born in Switzerland.
I see you directing the second Directors' Training Camp in
Buochs in 1969, or rather, I don't see you, because you had given us
trainees so much responsibility that you had become invisible.
We were young, you trusted us. TRUST was your most powerful gift. You trusted again and again and your trust was broken
again and again and you suffered, were disappointed, yet you kept
on trusting. You trusted for real, you took the risk. You trusted
where “normal people” would not. You trusted children, adolescents,
you trusted young adults like us without experience. You had the
audacity to trust.
In LPC we were given real responsibility, it was fun, empowering, crazy, wild, loving. We found friends, lovers, wives, husbands,
we had children, we became global. Your dream is fulfilled.
I see you in the costume room of the Grossen Saal. You were the
dragon of the costume room. Nothing could be taken out without your
presence and permission. I see you taking out dresses from behind
the blue curtain and hats from the cupboard to which only you had
the key. I see you repairing costumes during conference, I see you
writing down on your lists the items that were lent. I see you in the
five minute slot between course and conference repairing the elastic
on a mask. I see you in front, behind, beside, never on the stage.
I see you easing generations of adolescents onto that empty
space which is the stage, where by becoming who they are not, they
reclaim the parts of who they are.
I see you watching with awe, how 16-year-old boys slowly grow
into Malvolios, Romeos, Orsinos, Oberons, Sir Tobys, Sir Andrews
(that was me! 45 years ago, I still know my part: “I wish I had bestowed
that time in the tongues, that I have in fencing, dancing, and bear
baiting. Oh had I but followed the arts!”)
I see you watching with joy how adolescent girls grow into
immensely powerful women such as Hermia, Titania, Isabella, Viola,
Rosalind, Beatrix. These women of Shakespeare fought, outwitted,
educated, ridiculed, and sometimes loved men.
Beatrix: “I would rather hear my dog bark at a crow than a man
swear he loves me.”
Time after time, you executed romanticism, again and again you
punctured sentimentalism. Your love was tough love.
You loved your garden. I see you tend your yellow roses in
front of West Haus. I hear you fighting with Hans about the silver
birches you planted behind Haus am Bach which he wanted to cut
down. You won, the birches are still standing. You were stubborn,
loving, and fierce.
I see you in the 80's asking me, young teacher, to walk down
with you to the village where former students had rented an apartment in which they drank and smoked with some of our students.
You scared the living light out of them.
I remember you yelling at me when I was a student in your
family, and every time, along with the telling off, I also felt your deep
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concern, your pain, your respect.
I see you in the check-in in the Zürich airport, tired, sick, going
to America for the last time, and I remember your telling me how it
was, going over by ship. The more it rocked, the happier you were.
I hear you sing in the Singgemeinde the song you loved “We'll
rant and we'll rove all over the wild ocean…”.
I hear you giggling on your death bed, discussing next year's
Shakespeare play with Melissa.
I see you standing up again after weeks in bed, walking slowly
to Reuti with Armin and taking the bus back for the last time.
I see you doing crosswords with Doey, a week before you died.
Quick and lucid as ever, knowing words she did not know.
I hear Doey reading to you out of James Thurber. I hear you
both cracking up.
I see your two daughters, your two sons taking turns, day after
day, night after night, lifting you, turning you over, as you fought your
way through death's passage.
In the last months, you have taught us that suffering exists; you
showed us that dying is a process not unlike birth.
I see you in Meiringen hospital at our daughter Karuna's birth
with Sarah moaning and fighting and letting go.
I see Armin reading to you, not out of the Bible, not out of the
Torah, not out of the Koran, or the Upanishads; no, I hear Armin reading to you from a book about the very physical aspect, the very real
practicalities, the process of dying.
Natalie! To the bitter end you remained lucid, loving, and pragmatic, seeing things as they are, calling things by their name.
Natalie! I remember the feeling of your warm, wrinkled, dry hand
when dancing Mayim Mayim in a circle, here in this beautiful room,
on a warm spring evening with all the windows open.
ALAIN RICHARD
Natalie with her friends in Zürich 1949: fltr Bodi, Natalie, Pavey, Nancy
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Weitermachen…
Gedenkfeier, 1. Dezember 2012, Grosser Saal der Ecole d’Humanité
Lieber Armin, liebe Familie von Natalie, liebe Gäste,
liebe EcolianerInnen!
Es gibt eine alte, jüdische Erzählung, die geht so: Rabbi Suschja
lehrte: Wenn ich einst vor meinem Schöpfer stehe, wird dieser mich
nicht fragen: Suschja, warum bist Du nicht wie Mose gewesen?
Er wird mich auch nicht fragen: Suschja, warum bist Du nicht wie
mein Prophet Elia gewesen? Er wird mich nur eines fragen: Suschja,
Mensch Suschja, warum bist Du nicht Suschja gewesen?
Natalie ist Natalie gewesen, der Mensch Natalie ganz und gar.
Ihre Authentizität war stark. Da gab es kein Verstellen, kein eitles Gegockle und auch kein so tun als ob. Natalie war Natalie und das war
sehr beeindruckend, was in dieser feingliedrigen Frau alles steckte.
Wenn ich jetzt über sie und ihre Arbeit in der Ecole spreche,
dann immer unter der Voraussetzung, dass wir Menschen einander
nie ganz sehen und nie ganz verstehen können, sondern immer nur
Teile voneinander einfangen.
Natalie ist ganz der Mensch Natalie gewesen. Und dieser
Mensch war eine Frau. Die Ecole hatte eine frauenbewegte und
emanzipierte Schulleiterin, zu einer Zeit, in der es bei den Schulleitertreffen mit anderen Internatsschulen immer noch das Damenprogramm als dekoratives Beiwerk gab. Das akzeptierte sie nicht. Für
Natalie war es wichtig, sich mit anderen Frauen zu verbinden. Frauen
sollten sich nicht über die Erwartungen und Zuschreibungen von
Männern definieren. Die Belange von heranwachsenden Mädchen,
das Nachdenken über Rollen und der Prozess, den eigenen Wert
zu spüren, waren die Fragen, mit denen sie sich engagiert hat. Und
das konnte auch die konsequente Reaktion auf das ausschliessliche
Sprechen in der männlichen Form sein. Natalie stand in der Schulgemeinde auf – immer wieder – und bat freundlich und bestimmt,
doch auch von Schülerinnen und Mitarbeiterinnen zu sprechen.
Es war so ermutigend, Natalie und Sarah, die beiden weisen, so
eng befreundeten Schulleiterinnen in der Frauengruppe und in der
Konferenz zu erleben.
Natalie ist der Mensch Natalie gewesen. Und dieser Mensch ist
in unserer Schule nicht ohne Shakespeare zu denken. 49 Stücke hat
sie inszeniert bzw. koinszeniert. Theater als das Medium, in dem der
Mensch spielend zu sich selbst kommt. Wenn Melissa und Natalie
in den Probewochen zusammen gesprochen haben, dann vibrierte
und knisterte die Luft um sie herum. Da haben zwei Frauen einen
kreativen Streit ausgefochten, um die Sache und dabei hartnäckig,
ehrlich und engagiert. Natalie konnte starrköpfig sein. Es geht um
Inhalte, es ist nicht egal, was wir tun. Und es geht darum, Jugendliche in diesen kreativen Prozess mit hineinzunehmen. Chris, einer
von vielen Schülern und Schülerinnen, die mitgemacht haben, hat
letzten Freitag gesagt: «Da kommt eine harmlos aussehende, alte
Frau. Und dann hat sie verrückte Sachen mit uns gemacht, verrückte
Sachen, die alte Frauen eigentlich nicht tun. Sie hat mich herausgefordert wie kaum jemand sonst.»
Natalie ist ein wertschätzender und zugleich unsentimentaler
Mensch gewesen. Immer wieder, wenn ich über heute nachgedacht
habe, stand sie in Gedanken neben mir und es war so, als ob sie
mir sagen wollte: Mach es so schlicht wie nur möglich. Wenn man
zu ihr kam, egal ob als Erwachsener oder ob als Kind, hat sie genau
zugehört, hat ernst genommen und reagiert. Sonia hat mir erzählt,
dass sie das als Schülerin sehr beeindruckt hat: «Da hat jemand das,
was ich fühle, wahr und wichtig genommen.» Und das Ganze in einer
unaufgeregten, eben unsentimentalen Art. Es ist wichtig, was Du
denkst und sagst und wir werden eine Lösung finden.
Natalie ist der Mensch Natalie gewesen und dieser Mensch
hatte einen grünen Daumen. Mit einem unordentlichen Garten
neben ihr zu wohnen, wie Hans-Martin und ich es getan haben, hat
das Ganze noch klarer hervortreten lassen. Sie liebte Blumen und
brachte sie sogar auf felsigem Grund zum Blühen. Was sie aber auch
konnte, war genau hinzuschauen und diese Blumen zu zeichnen. Im
vergangenen Jahr hat sie manchmal nachts, wenn sie nicht schlafen
konnte, gezeichnet. Ein Bild darunter von den Enzianblüten, die wir
ihr von der Alp mitgebracht haben, ist sehr berührend.
Ein so starkes und reiches Leben hinterlässt den Menschen,
die weiter leben ein Testament. Ob Natalie das so wollte oder
nicht. Ihr Leben beeinflusst, wie wir weiter leben. Ich lese in ihrem
Testament viererlei:
1) Weitermachen! Natalie ist am Tag vor dem Elterntag
gestorben. Wir waren traurig und wir erwarteten über 120 Gäste.
Marnie hat es auf den Punkt gebracht. Sie hat am Samstagmorgen
zu mir gesagt: «Es ist, als ob Natalie uns mit dem Zeitpunkt ihres
Todes sagt: Macht weiter, kümmert Euch um die Schule, um ihre
SchülerInnen, um die MitarbeiterInnen, um das, was ansteht. Ihr
habt viel zu tun.»
2) Frauen, seid starke Frauen! Seid ihr selbst und nicht so,
wie man Euch gerne haben will. Verbündet Euch miteinander.
3) Passt gut auf LPC und auf die Ecole auf! Beide gehören
zentral zu meinem Leben. Beide sind einzigartig. Beide stehen in
Verbindung zueinander und beide sind wichtig.
4) Und als letztes: Liebe und tu, was du willst. Dieses Wort
von Augustin passt für mich gut zu Natalies Leben. Wer liebend
und wertschätzend handelt, wird das Richtige tun und sagen. Auch
wenn es verrückt ist. Auch wenn es gegen den Strom geht. Auch
wenn es irgendwann einmal ein Ende hat.
Natalie, Mensch Natalie, Du bist Natalie gewesen!
BARBARA HANUSA
Natalie and Edith Geheeb
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Landerziehungsheime
und Frauen
Liebe Natalie,
als ich gebeten wurde, etwas über dich zu schreiben, fiel mir auf,
dass ich nicht über dich, sondern an dich schreiben möchte. Denn
ich will dir danken für alles, was du mich durch dein Vorbild gelehrt
hast, für deinen Mut, der mir geholfen hat, Schwieriges zu wagen,
für dein Einfühlungsvermögen, wenn ich Probleme hatte, für deine
Freundschaft, die mich so viele Jahre hindurch bereichert hat. Solange du gelebt hast, konnte ich dir dieses alles nicht sagen, denn du
warst viel zu bescheiden, als dass du deine Erfolge hättest auf dich
beziehen können. Grosse Worte sind – soweit ich es erlebt habe – in
deinem Lachen versickert.
Im Jahr 1983 lernte ich dich bei der ersten Frauentagung der
Landerziehungsheime in Reichersbeuern kennen. Ich war äusserst
besorgt, ob diese Tagung den Ansprüchen der Schulleiterin der von
mir aus der Ferne bewunderten Ecole d'Humanité genügen würde.
Aber alles ging viel besser, als ich es zu träumen gewagt hätte. Deine
kräftige Unterstützung trug wesentlich zu dem Erfolg der Tagung bei
und ermutigte mich auf diesem Weg weiter zu gehen und zuversuchen das Thema «Mädchen und Frauen im Internat» als einen Inhalt
von Nachdenken und Fortbildung in den Landerziehungsheimen zu
etablieren.
Die Frauentagung des nächsten Jahres brachte dann auch
durch dich den fälligen Wendepunkt. Nie werde ich die Szene in
Nordeck vergessen, wie wir im Fishbowl gesessen sind und du die
Zeit gemessen hast, wie lange die Männer und wie lange die Frauen
geredet haben. Das, was mich damals so beeindruckt hat, war, dass
Du einfach einen praktischen Nachweis für die Dominanz der Männer
gegeben hast und nicht einen vorwurfvollen Satz geäussert hast, wie
z.B. «Ihr Männer redet so viel, ihr nehmt uns den Raum weg, etc.»
Da habe ich mir vorgenommen, diese Methode zu beachten und die
Fakten zu benennen, wenn immer es geht. Das nennen wir in der
Pädagogik «Lernen am Modell». Dein Eingreifen auf dieser Tagung
hatte auch andere Frauen ermutigt sich ähnlich, zu äussern und wir
beschlossen daraufhin, in Zukunft ohne Männer zu tagen.
Es war nun meine Aufgabe, unser Vorhaben den versammelten
Heimleitern der Landerziehungsheime vorzustellen, um deren Placet
zu erwirken. Selten im Leben habe ich vor einem Auftritt so grosse
Angst gehabt. Aber ich wusste, dass es ein gemeinsamer Plan war
und du auf der anderen Seite des Tisches sassest. Allein durch deine
Anwesenheit hast du mir Mut gemacht. Ich war mir sicher, dass du
helfend einspringen würdest, wenn es schwierig würde. So war es
dann auch. Das Leben und Lernen von Mädchen im Internat, ebenso
wie die Rolle von Frauen in diesem Kontext kritisch zu diskutieren, war
damals noch nicht selbstverständlich. Es brauchte deine Erfahrung,
die du in der Ecole d’Humanité mit Mädchen- und Frauenarbeit
gemacht hast, um es uns zu ermöglichen, regelmässige Treffen zu
diesen Themen für interessierte Frauen der Landerziehungsheime
zu installieren.
Aber damit nicht genug. Die Frau eines Schulleiters fragte an,
ob es möglich wäre, ein eigenes Treffen für Frauen in offiziellen
und inoffiziellen Leitungsfunktionen zu organisieren. Es sollte dabei
um deren besondere Probleme gehen, wie z.B. weibliches Rollenverständnis in leitenden Funktionen, Fragen zur Anerkennung von
Gleichwertigkeit von Frauen bei der Zusammenarbeit mit Männern
und Buben im Internat. Es ging aber auch um Frauen von Schulleitern
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und Männern in leitenden Funktionen, die für die Schule arbeiteten
ohne einen eigenen Vertrag, ohne eigene Entlohnung mit allen daraus resultierenden Folgen (die bekannte Rolle der Pfarrersfrau). Wir
haben Strategien entwickelt, um diese Probleme zu lösen und wir
haben kämpfen müssen, um bei diesen Themen von den männlichen
Schulleitern der Landerziehungsheime ernst genommen zu werden.
Wie hilfreich war dein Wissen und deine Erfahrung, aber auch deine
hohe Professionalität beim Leiten der Gespräche während mehrerer
Treffen. Sie haben den Grundstein gelegt für spätere Erfolge.
Und dann lud die Ecole d'Humanité zu einem Mädchenkongress
der Landerziehungsheime ein. Deine Mädchen- und Frauenarbeit
hatte die Grundlage dafür geschaffen, so ein Ereignis zu gestalten.
Deine unermüdliche Wachsamkeit, die sich z.B. in dem Beharren
auf der «inklusiven» Sprechweise (LehrerInnen, SchülerInnen) manifestierten, hat uns allen gezeigt, wie wichtig es ist auf die kleinen
Dinge zu achten, um die grossen zu verändern. Du hattest zusammen
mit anderen Frauen an der Ecole bewirkt, dass das Zusammenleben
und –lernen von Mädchen und Buben ein Thema ist, über das
nachgedacht und gesprochen werden muss. Das scheint von heute
aus gesehen vielleicht nicht besonders. Aber 1997 eine eigene Veranstaltung für Mädchen zu organisieren, war die Ausnahme. Und ist
es auch geblieben, trotz des grossen Erfolges. Es gab – obwohl sich
das viele wünschten – leider keinen weiteren Mädchenkongress in
den Landerziehungsheimen.
Eines Tages übernahm ich selbst die Leitung eines Landerziehungsheims. Auf einmal war ich, wenn auch unerfahren, eine
Kollegin von dir. Wie froh war ich, dass wir uns schon so lange und
so gut kannten. Ich fühlte mich sicher, dir erzählen zu können, was
ich Schönes oder Mühevolles erlebt hatte, dich fragen zu können,
wenn ich Schwierigkeiten hatte. Vor dir musste ich nie mein Gesicht
waren, ich konnte dich fragen, ich konnte mich beklagen über die
Widrigkeiten, die mir in dieser Rolle begegneten. Du hast dich darauf
eingelassen mit Ernst, mit Humor, je nachdem, was dir nötig schien.
Und es hat (fast) immer geholfen.
Ich habe dir heute geschrieben, um dir meinen Dank zu sagen
für alles, was du mir durch deine Freundschaft und dein Vorbild
geschenkt hast. Vielleicht erreicht es dich, wo immer du jetzt sein
magst und wenn nicht, so werden es die Menschen lesen, die dich
gekannt – und geliebt haben – und du wirst auf diese Weise weiter
bei uns sein.
In Freundschaft
BENITA DAUBLEBSKY
Dr.Benita Daublebsky
Geboren 1937 in Graz, Österreich. Verheiratet, zwei Kinder,
Studium der Psychologie, Philosophie und Sport in Graz und Athen.
Berufliche Tätigkeiten Schulpsychologin an der Schule Birklehof, der Odenwaldschule und eines sozialen Brennpunkts der Stadt Essen. Lehrbeauftragte
der Universität Oldenburg, Projektleiterin bei der Freudenberg Stiftung,
Schulleiterin des Internats am Solling in Holzminden.
Ehrenamtliche Tätigkeiten Mitglied in mehreren Vorständen von Deutschen
Landerziehungsheimen (LEH). Seit 1993 im Vorstand der Genossenschaft
der Ecole d'Humanité, für die Vereinigung Deutscher Landerziehungsheime
Mitarbeit bei der Leitung von Frauentagungen für Mitarbeiterinnen der LEH,
Beratung von Schulen. Veröffentlichungen zu sozialem Lernen in der Schule
(Spielen) und Schulentwicklung.
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Students
Chris
I still remember the first time I met Natalie Luthi-Peterson. It was
during my first folk dance evening in the Ecole. I glanced at her
while hopping away from my last partner, and the forefront thought
in my mind was: Holy sh*t, is it even possible to dance with this
old lady? Looks as though she'll dissolve to dust in the middle of
a twirl or something. She soon proved my first impression wrong,
and continued to do so throughout the short 2 years I knew her.
The first thing that strikes you about Natalie is her energetic
demeanor. Whatever she's doing, Natalie always does it filled with
enthusiasm which seeps out and influences everyone. I've been
partnered with her a few times in certain folk dances, each time last
no more than a mere few seconds. But every time I dance with her
I would notice the vibe of energy coming out from her. Sure, I was
the one spinning in circles around her while she readjusted her footings, but it doesn't feel mismatched at all. It felt like we were merely
filling up different functions, with Natalie's energy empowering me
in my part of the dance. Despite her advanced age, dancing with her
felt just like dancing with another teenage folk dance enthusiastic.
As a teacher, Natalie differs from other Ecole teachers in that
she is very clear-cut in what the goal of the class was. She did not
allow big diversions, even if it was relevant to the topic at hand. I
confess that I am the arch-nemesis of class focus. There are numerous times in class, with both Natalie and other teachers, when
I would take interest in some aspect of the class topic, and start
a short speech of speculation. Most teachers let me finish in my
speculations, either out of interest or politeness, before commenting on it and pulling the class back on topic. Not Natalie. Once I
started on such a speech, she'll instantaneously stopper it with a
“Shut up, Chris.”
As good as she was as dance partner and teacher, Natalie truly
shone when she was directing a Shakespeare production. In the two
longstanding Ecole Shakespeare directors, if Melissa is the dreamer,
the one who took the spotlight in throwing in innovations, advice,
and criticism, Natalie would be the point-man (or point-woman, as
I'm sure she would insist on adding). She is the one who smoothed
out small details both on stage, such as helping me open my voice
during my first performance, and off stage, such as providing pencils
to take notes with. She is also the word of caution which keeps us
from getting over our heads after a good rehearsal, yet she would
not have the effect of a wet blanket. With her careful advice and
attention to detail, Natalie always made a Shakespeare production
go smoothly.
The last time I saw Natalie was a few months before her passing. She was taking a walk with Armin, and I rushed out of class to
greet her. After exchanging a few brief words, she smiled and made
a shooing gesture, jokingly telling me to “scram”. The last image I got
of her was her walking away laughing with Armin. I'm glad I did not
see her after that, because that last image is how I want to always
remember Natalie Luthi-Peterson. CHRIS WONG
Becci
Ich habe immer kurz bei Natalie angerufen, bevor ich mich auf den
Weg zu ihr machte, auch wenn ich nur ein Haus neben dem ihrem
wohnte. Sie bat mich bei unserem ersten Treffen darum und es
wurde zu unserem kleinen Ritual. Nur selten sagten wir kurzfristig
ab. Und so klopfte ich meist zwei Minuten später an die Tür vom
«Sunnehüsli» und gelang in das Wohnzimmer von Natalie und Armin
oder in das winzige Schlafzimmer gleich rechts hinter der Eingangstür, in dem Natalie am Ende lag, während ich auf ihrer Bettkante
oder auf einem Klappstuhl vor ihr sass und stundenlos zuhören
konnte. Der Grund für diese Besuche war einfach, Natalie betreute
meine Maturaarbeit und war eine wichtige Zeitzeugin, denn in der
Arbeit ging es um die Emanzipationsgeschichte der Ecole. Und dabei
wurde jeder Besuch bei ihr etwas ganz besonderes. Es war nie nur
das schlichte Auseinandersetzten mit meinen Entwürfen. Es war
nie das langweilige Herunterbeten von Zahlen und Fakten. Jeder
Besuch bei Natalie war für mich eine Zeitreise, eine Reise mit an
die Odenwaldschule, in ihre Sommercamps in ihrer Heimatstadt,
in die Wohnung von Paul und Edith, in Natalies eigene Kindheit
oder in die Nachkriegszeit in der Schweiz. Natalie lud mich in ihre
eigene Lebensgeschichte ein. Ich durfte mitreisen in Konferenzen,
in denen Lehrer wütend aus dem Raum rannten, in denen es noch
keine Gondel nach Meiringen gab und in denen Paul Geheeb noch
in seiner Studierstube gesessen hat.
Doch es waren nicht nur diese Zeitreisen, die Natalie mir mit-
gegeben hat. Der Grund, warum wir überhaupt so nahen Kontakt
hatten, war das Thema der Emanzipation. «Natalies Thema». Mich als
junge Frau fesselte es, «mitzuerleben», wie damals Frauen kämpften
für das, was ihnen wichtig war. Wie sehr es noch dem gleicht, was
ich selbst heute erfahre. Doch es war nicht nur ihre Geschichte, die
mich berührte. Auch Natalie als Frau hat mir sehr viel mitgegeben.
Ich begegnete einer alten Frau, die körperlich schwach war, jedoch
schlagfertig und wach. Einer Frau, die sich auch für mich interessierte und die mich lehrte, für das einzustehen, was mir wichtig ist.
Obwohl sie gebrechlich aussah, war sie es, die mir die Kraft gab, an
mich selbst zu glauben und meinen Weg zu gehen. Ein wunderbares
Geschenk. Natalie starb in der Stunde, in der meine Maturaarbeit
gedruckt wurde. Zusammen haben wir sie auf Papier verewigt, ihre
«Emanzipationsgeschichte» und ich bin dankbar, dass ich dieses
letzte Stück neben ihr gehen durfte. BECCI FOBBE
Rebekka
Ich hatte das grosse Glück, Natalie als ältere weise Frau zu kennen.
So manchen Abend sass sie an meinem ehemaligen Familientisch.
Die Gespräche, die wir hatten, waren stets tiefgründig und für mich
war es interessant, an Natalies gemachten Erfahrungen teil zu haben.
Natalie hatte auch diese Gabe zu wissen. Ich bin mir sicher, sie kannte
mich besser als meine nächsten Verwandten und das Spezielle daran
war, ich musste ihr fast nichts erzählen, sie kannte mich, durch und
durch und durch!
Klar, man kann sagen, dass sie einfach viel Lebens -und Kindererfahrung hatte, dass sie mich so einschätzen konnte, ich möchte
jedoch behaupten, dass eine übernatürliche Kraft in ihr war, die
Leuten ihre Lasten nahm.
Ich kann mich durchaus glücklich schätzen, eine derjenigen zu sein
die sagen können, Natalie gekannt zu haben. REBEKKA GERBER
Jan Fehlmann schafft Ordnung
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Women
"It is not Schüler, its SchülerInnen" and "HelferInnen" and "MitarbeiterInnen". "Please could you use the form that includes both men
and women" was Natalie's constant and courageous reminder in
the Schulgemeinde long after feminism had gone out of date!
Once in the office of Haupthaus Natalie, Christiane and I had
faced a trio of angry men with our request that this form should be
used in all official communication. Their indignation and righteous
fury over these three extra consonants and two vowels was quite
an experience! Behind our request, behind Natalie's huge energy
and determination was her wish for women and young women
to find our voice. The complexities of centuries of cultures where
women have either not been allowed or for different reasons,not
dared to express themselves were/are difficult to disentangle.
In the beginning I often left the Frauengruppe meeting
feeling angry with men and Alain in particular. Natalie was a
wonderful role model, showing us how to define ourselves
without becoming bitter, without blaming the other. For nearly
40 years, with Natalie's conviction providing the motor, we have
met; shared, discussed, played games, laughed, cried, enjoyed
good food and wine…
What have been our themes? Here is a short selection.
"How do we, how can we confront when we have a problem with
someone?" "How do we deal with money?", "Leaving" (a theme we
had last spring that was especially poignant to dicuss with Natalie
as she slowly faded from this life) "Our grandmothers", "Learning
to make public speeches without being nervous", "Dealing with
anger constructively", "Being a mother and a daughter – how do
I want this important relationship to continue?"
I remember Natalie telling me that after a disastrous Frauengruppe talking about mothers, where some participants became
either so angry or so sad, she decided never to touch on the theme
"mothers" again. However, as we learned to lead and be part of
groups with TCI and with Ruth Cohn, we have been able to allow
ourselves to feel in depth and not be afraid of what we find there.
Dear Natalie, it's nearly 8 o'clock. I have been in the barn for
almost 2 hours and now the work is over and I can sit and write to
you. You once told me that being a farmer would be far too lonely
task for me, I would miss being with people. Yes, you were right.
If I were just a goat farmer, I would miss terribly my fellow human
beings. You were an Ecole Mitarbeiterin and LPC-er right to the
end of your life, involved with teachers, helpers and students, with
their hopes and fears, even when your body burdened you with
pain. Being with people, furthering their growth as well as living
your own passions is what you have given me as a role model. A
sage bush grows in your garden, your last Ecole garden. It grew
profusely. You brought branches of fresh sage to conference to
share with us all, Thank you Natalie.
SARAH HUDSPITH
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Natalie–Founder of the LüthiPeterson Camps
Natalie was LPC, and therefore it is not easy to write something
about her influence on LPC. And because she was also very much
a part of the Ecole d’Humanité, her story is intertwined with the
story of the Ecole. Natalie influenced the lives of people, and she had
an important impact on people in either of the two organizations.
In her own words the symbioses between LPC and Ecole
d’Humanité happened quite naturally: “At first just through the fact
that this was our first camp and we just took ideas from what we had
experienced and a lot of it came from the Ecole and the Odenwaldschule. Then, as the years went by, it was more and more exchange
of people and with the people ideas; like campers coming to the
Ecole as students, students becoming counselors, teachers becoming
directors, directors becoming teachers. There's been a great deal of
that flow, interaction between the two institutions.”
We all know the story how as an idealistic college student on
her junior year abroad together with friend Pavey Lupton she came
up with a plan to help heal the wounds of World War II by starting an
international summer camp. “In the beginning Pavey and I had said,
‘We'll start a camp and then maybe later we'll start a school.’ We had
this idea in the back of our heads that a school would be better. We'd
have more opportunities for what we want to do than in a camp.” She
later realized that this school they had dreamt of, was already there,
in the form of the Ecole d’Humanité.
In an interview in January 2007 on various aspects of LPC,
Natalie was asked about her and Pavey’s dreams for the project at
the beginning of the adventure and her dreams for the future. In 1948
the “dreams were that we could do it. We might do it and then we
might, might, might sometime have a school. These dreams have been
more than fulfilled.” Sixty years on she hoped that the organization
would survive so that her youngest grandchildren, and not just them,
could go to camp too.
LPC was very close to Natalie’s heart and she stayed involved
until the last moment. In 2012 the 300th camp was held and this coming summer Natalie’s youngest granddaughter is going to participate
in her first camp. This would have made Natalie very happy.
There are many campers and counselors who, while they have
never met her in person remain thankful for the energy and love she
put into this organization that enabled us all to grow as people. And
those of us who had the privilege to know her and to have worked
with her have many memories to share, memories that reflect the
commitment and the idealism that Natalie brought to LPC.
I have many memories of Natalie, spread over forty years.
Some are vivid pictures for me and so will be the way I will
remember her.
− Natalie, front row in Chor or Singgemeinde, singing with
such joy and spirit, complete attention on the song leader
(most likely Armin)
− Natalie, dancing a Hambo with Barthold or a Zillertaller
with Dan or Rob or just dancing - I especially love her precise claps
− Natalie, playing Charades with long complicated quotes
from Shakespeare (which, of course, she knew off hand )
− Natalie, gardening on the terraces in front of Westhaus or
knitting while actively participating in Ecole conference
Natalie at the LPC's 65th Birthday in July 2013 at the Ecole d'Humanité
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− Natalie, always on time to the CC conferences, relishing
discussions, delegating leadership of the discussions,
seeking everyone's input and making sure someone summarized and synthesized the ideas at the end and wrote it
all up for those who were not present
I also recall other moments which I think of as indicative of
Natalie's leadership style, her way of guiding and nurturing the camp organization she invented 64 years ago by
guiding and nurturing everyone who was involved. She
empowered us, letting us put forth ideas, try new things,
make and evaluate our own mistakes. How many farfetched ideas we brought to her and she never dismissed
them or us! She always encouraged us! It's a wonderful
management style and, I believe, brings on a deep and
long-lasting loyalty and a sense of ownership in the organization. The energy rush that comes from creating
something new is a very strong force and Natalie was able
to build a structure, which allowed new ideas within the
basic foundation. She allowed us to think outside of the
box but made sure we didn't overlook the box, the basic
structure, itself. I think this will now be our challenge
moving forward - to keep the essence of what she built
while opening the door to new ideas and adapting to our
changing world. I'm confident this will happen. I bet she
is, too.
SUSIE SULLIVAN (LPC counselor and director, Ecole teacher)
If it is impossible to imagine LPC without Natalie, it is because LPC is an organization that embodies all the character traits that made up Natalie herself. If you read
through the hundreds of Facebook comments that are
now pouring in from former and current LPCers, you will
see repeatedly, “Natalie believed in me and made me
feel like I could do things I hadn’t thought I could.” “She
trusted us, and so we rose to the occasion.” As a true
educator, Natalie believed in learning by experience. But
just as importantly, she never thought there was just one
way to get something done. Whether it was lack of ego,
a rare open-mindedness, or something she was not even
conscious of, these are extraordinary qualities with longrange consequences. And they have become embodied
in LPC. LPC as an organization allows campers and counselors the space to try leading a new activity, or to sing a
solo, or hike up a mountain. Camp assemblies create the
opportunity for addressing problems for which there may
be many solutions. Counselors are entrusted by directors
with huge responsibilities. LPC is, in fact, Natalie.
A number of years ago, LPC’s Christmas Conference of directors began to worry how the organization would continue without Natalie’s leadership. Natalie herself was
unconcerned (“You’ll figure it out!”) but was probably
also relieved at the forming of the LPC Ex-Com, a rotating
trio of directors, which for years now has served as LPC’s
final authority when the Christmas Conference is not in
the
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session. (It should be noted here that we decided it would
take three directors to replace Natalie!)
Natalie was never comfortable with the outpouring of gratitude expressed by parents and kids who loved LPC. She
seemed amazed each and every time someone told her
how much LPC had meant to them. But this remarkable
woman made an extraordinary contribution. Maybe she
would have allowed us all to say one last time, Thank you,
Natalie. You changed our lives.
GIGI WIZOWATY (LPC camper, counselor, director; Ecole
teacher)
I have been wondering which of Natalie’s many admirable
characteristics I want to emulate in my life.
When I was trained to be a director, I was young and was only
up to the job because Natalie believed I could do it. For the
first years of being a camp director, I made all my decisions
by starting with the question, “What would Natalie do?”
(WWND) Eventually I realized that Natalie trusted me to
make decisions based on what I thought was best and not
on what I thought she would think was best. As my confidence grew, I stopped the WWND and trusted my own
judgment, knowing that Natalie would support me even if
she would have made a different decision. Her confidence
in me was one of the best gifts of my life.
So how do I emulate that? I know she trusted and believed
June | Juni 2013
in a lot of people, giving them the confidence they needed
to move ahead in their lives. My commitment to Natalie
and the way I will keep her with me is to work on giving
that confidence to others. I am not sure how I will do this
but that’s okay. I see this commitment as yet another challenge Natalie has sent my way and I am ready to take it on!
DEBORAH DREW (LPC camper, counselor, director; Ecole
teacher)
I very clearly remember the first time I met Natalie. She came
to visit the camp in Sweden in 1986, where as a nine year
old, speaking nothing but Swiss German, I spent my first
of many LPC summers to come. I did not understand who
she was, nor could I possible imagine what an influence on
my life she’d have, but I was thrilled that in the middle of
my six week adventure I came across this very friendly lady
who I could speak to in my own language.
Over the years I got to know her as a humble, genuine, strong
and direct person. She trusted and encouraged me, more
than I would do myself. And when I finally got my wish to
spend a year in the Ecole, it was clear to me that there could
be only one family that I wanted to be in. I took classes on
emancipation with her, learnt how to properly prepare a
Fondue, make muffins out of the blueberries we picked on
Family days and will for ever link rocking chairs to her.
Natalie cared to hear about every single camp, its group
Natalie and young women at the LPC's 65th Birthday in July 2013 at the Ecole d'Humanité
and projects and adventures. But the two most important
questions were: “What issues and problems did you have?
How did you deal with them?” For her a camp without challenges was a summer of lost opportunities.
In 2011, I spent my summer directing camp in Freedom, New
Hampshire. It was the last summer that Natalie spent in
the USA and she came to visit camp to say goodbye to the
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place that had become a home to many LPC generations. It
was an emotional day, but the memory sticks out, is Natalie sitting in a chair at the side of the house, watching a
game of Ultimate Frisbee. Her joy of seeing the children
interact and one of her granddaughters in the middle of it.
SALOME LIENERT (LPC camper, counselor, director; Ecole
student)
Natalie–Gründerin der Lüthi-Peterson Camps
Es ist es nicht einfach etwas über ihren Einfluss im LPC zu schreiben.
Natalie war LPC. Sie war aber auch Teil der Ecole d’Humanité und
ihre Geschichte ist eng mit jener der Ecole verbunden. Natalie hat
die Leben unzähliger Menschen in beiden Organisationen geprägt.
Für das erste Camp integrierte Natalie viele ihrer Erfahrungen
aus der Ecole und der Odenwaldschule. In späteren Jahren fand ein
immer regerer Personenaustausch zwischen der Ecole und LPC statt.
Menschen und Ideen wechselten hin und her.
Die Geschichte, wie Natalie als idealistische Studentin gemeinsam mit ihrer Freundin Pavey Lupton während eines Auslandjahres
den Plan entwickelte, mit einem internationalen Sommerlager die
Wunden des Zweiten Welkriegs heilen zu helfen ist bekannt. In
dieser Anfangszeit von LPC trugen sie die Idee mit sich herum, nach
den Camps auch eine Schule zu gründen. Erst später merkten sie,
dass diese Schule von der sie geträumt hatten in der Form der Ecole
d’Humanité bereits existierte.
In einem Interview im Januar 2007 antwortete Natalie auf die
Frage nach ihren Hoffnungen für das Projekt zu Beginn des Abenteuers. 1948 träumten sie und Pavey davon, dass sie einmal, vielleicht
gar ein zweites Mal ein Sommerlager durchführen könnten, und
irgendwann vielleicht eine Schule gründen könnten. Diese Träume
wurden mehr als erfüllt. Sechzig Jahre später hoffte Natalie, dass die
Organisation noch lange genug existieren würde, dass ihre jüngsten
Grosskinder ebenfalls ins Camp fahren könnten.
LPC lag Natalie immer sehr am Herzen und sie blieb bis zum
letzten Moment involviert. 2012 wurde das 300. Camp durchgeführt
und im kommenden Sommer wird Natalies jüngste Grosstochter
in ihr erstes LPC fahren. Auch dieser Wunsch wurde ihr erfüllt und
hätte Natalie zweifelsohne sehr glücklich gemacht.
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LPC
When I was 12 my mother mentioned to me one day that I might like
to walk down the road and visit the Petersons whose daughter was
there from Switzerland with her three children. She thought I would
enjoy playing with the children. So I wandered down the street one
spring morning and fell in love! There was 4 year old Piet, 3 year old
Chris and 1 ½ year old Molly – the cutest kids I had ever seen. Their
mother seemed rather distant lying in a lawn chair and reading a book.
It was beyond me why someone would choose an activity as boring
as reading a book when she had these adorable children to play with.
Who would have predicted that this removed woman in the lawn
chair would change and influence my world for the next 54 years?
This simple and benign introduction to the Luethi family led
to my first 3 Luethi-Peterson Camps (LPC), followed by a year as a
student at the Ecole. I continued to participate in camps, becoming a
director in 1966 and returned to the Ecole as a Mitarbeiter from 197072. My involvement in LPC continues and I am active on the board of
the Edith Geheeb-Cassirer Foundation (EGCF), which raises money
to provide financial assistance to US students wishing to attend the
Ecole. With all these involvements and commitments, my life and
Natalie’s intersected continuously.
Twenty years my senior, it took about a decade for us to grow
into the relationship we shared as adults. Natalie fulfilled many roles
in my life: surrogate mother, mentor, teacher, sister, confidante, role
model, and friend. She never slept very well and was always up early,
starting her day in the peacefulness of sipping her coffee while playing solitaire. It became our tradition to have coffee together in those
early morning hours. When visiting, if I were in the same house, she
would wake me. If I were in a different house, I would set my alarm
and walk in the dark to find her sitting by candlelight with her coffee
and her deck of cards. We used that time to catch up with each other,
debrief on the previous day, make some plans, and sometimes do a
little gossiping. Two recurring themes of these morning musings were
the fate of women in the world and the future of LPC.
In the 1970’s Natalie embraced the women’s movement and
emancipation became a focus of her teaching for the rest of her life.
Although helping girls become independent women was a major goal,
she also helped many young men understand how stereotypes and
societal expectations were impeding their ability to become the person they wanted to be. In LPC she did this with Emancipation Camps
for 14-17 year olds. In a three-week camp, the campers were able to
explore the stereotypes and put together a musical play demonstrating what they had learned. In the Ecole, she led Emancipation courses,
but also incorporated the theme of emancipation in all her courses
from senior English to Shakespeare to the formation of the women’s
group to the Konferenz where she shook up some well-established
language traditions. Der Kamarad became die Kamaradin and der
Mitarbeiter became die Mitarbeiterin.
For several decades Natalie directed the Ecole with Armin from
September to June and spent July and August running LPC camps.
When asked how she could do all this work without any vacation, she
responded that doing LPC camps gave her the energy and encouragement she needed to continue doing the work in the Ecole. In the
4-7 week session of LPC, we actually achieve our goal of creating a
meaningful working communal unit. In the Ecole, with ever changing
staff and students, it is hard to reach that goal with the same degree
of accomplishment and finality. LPC fed Natalie’s soul enough to help
keep her actively engaged in the Ecole for many years.
Several times over the years Natalie visited me while I was
directing camps. I loved her visits because she was always able to
see things that were happening in camp that I did not and it always
made me feel good about what we were doing. One summer I took
my day off with her and before we left the camp house, she was
hanging out in the kitchen chatting with a camper who was starting
to make muffins for the camp’s breakfast. He was explaining to her
what he was doing and it was quite obvious that he was not following the recipe. She listened to his explanation of why he was doing
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it his way and not what the recipe directed and responded, “That’s
very interesting.” I am sure I would have advised him the “correct”
way to make muffins, but Natalie did not. When we got in the car to
drive away, she was thrilled with what the LPC experience had done
to build this young man’s confidence: enough to design his own
muffin recipe! Her response to this boy was a great lesson for me
in learning to recognize growing confidence in people and the value
and importance of trust.
Since Natalie died, I have thought about her influence on my
life and what I learned from her. Looking back on 12 year old me
thinking she was a bit boring was certainly a false first impression.
Embracing problems and working out solutions was a challenge she
enjoyed engaging in and loved hearing about from others. That day
on the lawn chair, she was solving the problem of getting in a bit of
relaxation and keeping an eye on her kids while some energetic 12
year old played with them. A constant chorus from Natalie when we
reported on our camps was, “I don’t want to hear about the good
times, I want to hear about your problems.” Initially we were insulted
by her attitude but over time we understood that how we deal with
problems in our lives, our communities and our societies is what life
is all about. She encouraged us to face our problems with an open
mind for solutions and not be afraid to try new approaches to old
problems, stand up for what we believed in, burn our bras, involve
others in the process and keep our sense of humor.
Thank you dear friend.
DEBBY DREW
In the 1980’s when Natalie stopped doing camps, LPC as an organization realized that we needed to have some system in place to keep LPC
going without Natalie’s constant vigilance and input. We established
the Executive Committee (ExCom) of three directors. Each year, one
director leaves the ExCom and the Christmas Conference (CC) chooses
a new person for a three-year term. The ExCom is charged with organizing the annual Christmas Conference and managing LPC issues from
CC to CC. We have had this system in place for about 25 years and
initially Natalie was very involved in guiding the ExCom and being a
resource. By the time of her death, I think she was confident that LPC
had good systems in place to continue without her, and she never gave
us a hard time that we needed 3 people to replace her.
Deborah Drew
Young family in the 1960's
Deborah Drew was born in Rhode Island
and raised in Barrington, Rhode Island
down the street from where Natalie spent
the formative years of her youth. When
she was 12 years old she attended her first
LPC camp and has been involved in LPC
ever since. She is presently a member of
the Excom and the grandmother of two
2013 campers. She was an Ecolianer for
the school year 1962–63 and returned as
a Mitarbeiterin from 1970–72. All three
of her children, Helen Howell Devol
(nee Smith), Jesse Smith, and Emily Drew
Youngren (nee Smith) have attended LPC
and the Ecole.
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Tatkraf t in Person
Wenn ich auf 37 Jahre Zusammenleben und gemeinsame Arbeit mit
Natalie zurückblicke, dann sehe ich eines vor mir: eine tatkräftige,
eine herausragende Frau, die sich unermüdlich für andere und für
eine Vision einer besseren, friedlicheren Welt einsetzte. Alt werden
und sich zurücklehnen, das kannte sie nicht. Tätig sein zu dürfen,
bereitete ihr Freude, schenkte ihr Lebensenergie.
In einer der ersten Sitzungen der Frauengruppe, die ich als
junge Mitarbeiterin besuchte, erlebte ich eine Schulleiterin, die
mich zum Staunen brachte. Aufgabe war es, all seine Stärken und
Schwächen aufzuschreiben für das nächste Treffen. Ich erwartete
von Natalie ein Stärkeprofil besonderer Art. Und was teilte sie uns
mit? Sie zählte nicht ihre Stärken auf, sondern widmete sich dem
kritischen Hinterfragen ihres Tuns. Allergrösste Bescheidenheit in
all ihrer Tatkraft schälte sie heraus.
Ein anderes Mal – auch wieder während einer Frauengruppe – erlebte ich eine Natalie, die während eines Sommergewitters
hinausstürzte. Es war schon Stille Stunde, seit einiger Zeit. Der
Platz war leer und still. Lange hatte es nicht geregnet. Und als die
Schleusen sich öffneten, öffneten sich auch zögernd die Türen im
Turmhaus. Mädchen wie Jungen freuten sich, jauchzten, riefen von
Tür zu Fenster. Und nicht lange ging’s und der Platz bevölkerte sich
mit tanzenden, lachenden jungen Menschen. Die Stille Stunde
war vergessen. Niemand Erwachsenes zeigte sich und versuchte
den Lärm zu stoppen. Also stürmte Natalie hinaus und gebot dem
lustigen Treiben Einhalt. Bald war es wieder still. Zurück kam eine
durchnässte Natalie, zornig über die mangelnde Unterstützung,
doch zufrieden, dass wieder Ruhe eingekehrt war. Ich erfuhr ihre
Stärke, nicht davor zurückzuschrecken sich in einer Sache unbeliebt
zu machen. Was sie als richtig empfand, das packte sie an. Wenn es
sein musste, auch im Alleingang.
Als Feministin brachte sie viele Impulse in unsere Gemeinschaft. Lange bevor es in unseren Medien üblich wurde, von Mitarbeitern und Mitarbeiterinnen, von Schülern und Schülerinnen
zu sprechen, nahm sie sich diesem Thema konsequent an. In der
ersten Schulgemeinde, in der sie sprachliche Gerechtigkeit forderte,
stiess sie vor allem bei den pubertierenden Schülern auf grosses
Unverständnis. «Es ist doch immer so gewesen, dass wir von
Schülern gesprochen haben und die Mädchen mitgemeint waren.»
Natalie fragte prompt nach: «Wenn jemand eine Ansage macht, alle
Schülerinnen treffen sich nachher da und da, fühlst du dich dann
auch angesprochen?» Und die Antwort kam umgehend: «Natürlich
nicht!» … Eine lange Erklärung von Natalies Seite brauchte es dann
nicht. Es war klar, Mädchen und Frauen zählen, deshalb sollen sie
auch mitbenannt werden. Unermüdlich arbeitete sie an dieser Veränderung, fragte in Konferenzen und Schulgemeinden nach, ob die
Mädchen oder die Mitarbeiterinnen auch gemeint seien. Noch vor
einem Jahr konnte sie in der Schulgemeinde sitzen und diese Frage
wieder einmal stellen. Nötig war es nicht mehr oft. Wir alle haben
uns daran gewöhnt präziser mit der deutschen Sprache um zugehen.
Auch noch im Wintertrimester vor einem Jahr erschien sie an
jedem Volkstanzabend eine Weile. Spielte Ernst «Saturday Night
Fever», nickte sie mir zu. Das war seit langem «unser» Tanz, der «Altweibertanz», wie sie ihn nannte. Wir sprangen nicht wie die andern
in die Höhe, sondern klatschten uns gegenseitig in die Hände und
lachten einander dabei an und hatten auch so unsere Freude daran.
Natalie liebte ihren Unterricht, und die Jugendlichen besuchten
ihn gern. Natalie liebte die Familienarbeit und tat dies voller Energie
lang über die Pensionierung hinaus. Natalie liebte ihre Gärten; wo
auch immer sie wohnte, hinterliess sie ihre Blumenspuren .Natalie
liebte das Theater und blieb Shakespeare fast 50 Jahre lang treu;
noch im letzten Jahr steuerte sie Ideen zu «Much ado about nothing»
bei. Selten fehlte sie in einer Singgemeinde, sie sang zu gern. Selten
fehlte sie in der Schulgemeinde, sie war immer noch interessiert, was
da passiert, obwohl sie kaum mehr aufstand und etwas sagte. Selten
fehlte sie in einer Konferenz, auch hier dachte sie mit bis zuletzt.
Natalie hing an der Arbeit und sie hing am Leben. Untätiges
Sein konnte sie sich wohl kaum vorstellen. Noch im Sterben, im
Abschiednehmen war sie dankbar jeder und jedem gegenüber, die
sie besuchten. Obwohl es augenfällig war, dass sie nur noch wenig
Zeit hier auf der Erde habe, für alle hatte sie ein gutes, ein dankbares Wort. Sie starb in Würde. Geborgen, geliebt, umsorgt von ihrer
Familie. Und sie sah glücklich aus auf ihrem Sterbebett.
Ein überall erfülltes und ausgefülltes Leben ging zu Ende. Ein
Leben, in dem Natalie vieles erreicht hat, vor allem Menschen aus
den verschiedensten Kulturen zusammenzubringen. Eine grosse
Frau voller Tatkraft, voller Visionen für diese Welt hat ihre Spuren
hinterlassen, in der Ecole d’Humanité und überall da, wo ihre Camps
stattfinden.
Danke dir, Natalie.
FRÄNZI BÄCHTOLD-BARTH
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Faith…
Dear Natalie,
Where to begin?
Among the first words you ever communicated to me were
„I'm sorry“. I had applied for a job at the Ecole after hearing so much
about it from Dennis. In around January 1984 I took the bus from
Cambridge to New York to have an interview with Neale MacGoldrick. Weeks went by and I heard nothing. Months. Finally in May
you wrote to me: „I'm sorry to have kept you waiting so long, but
we now know we'll have a postion for you starting in Fall trimester.“
My initial extreme disappointment at the first two words quickly
turned to joy as I forced myself to read on.
When I arrived in August, you were in your garden in front
of Westhaus, a place I would see you spending very much time in
the next ten years. Looking back, it seems funny to me that I never
helped you in your garden in all those ten years, seeing as we did
so many other things together.
First of all, you acted as a coach to me, as not only teaching
but just about everything in the Ecole seemed quite overwhelming at first. I remember, for instance, teaching US History in my
first trimester. I told the class just about everything I knew for six
days a week, till I had nothing more to tell. That was about midSeptember, only three months of class left to go. I didn't want to
go to you and reveal my true feelings, which were something along
the lines of „HELLLLLPPPP!!!“ After all, your daughter Doey was in
the class. So I casually got on the subject one day and you asked
how it was going. I replied something like, „Oh, fine, not bad, you
know… good kids…heh-heh. Of course, if you had any ideas about
what you think I might add to the curriculum, feel free to tell me.“
You graciously suggested enough activities that I somehow actually
did make it through till the end of the trimester, while still being
able to convince myself that the class wasn't on to me and the fact
that I felt basically helpless in their presence.
But you – and Armin, by the way – had faith in me and let me
feel that clearly and regularly. We went on to teach many rounds of
Emancipation together and, honestly, I often didn't know if I was a
teacher or student in that course. You had given so much thought to
all the subjects we dealt with, were so well-versed in the literature,
had built up the impressive Emancipation library. And I was – and
am - very interested in the subject. But you made it clear to me
Scott Sandel
I was a Mitarbeiter from 1984–1994, which were the first ten of what have
become 29 years in Switzerland. After all this time, I still don't feel Swiss and
in a lot of ways I don't really feel American anymore either. What I do feel is
that I am and will remain an Ecolianer and that makes me very happy.
in a positive way how very much I had to learn. And learn I did
from you. You opened my eyes again and again in that course.
Then there were the English classes and Source Theme. It
was exhilirating to teach those classes with someone as wellread and as critical as you. I don't know how many books I read
on your recommendation or how many discussions about them
we had in and out of class that enlightened me and helped me
become who I am (or am on the way to becoming?).
Something I'm deeply grateful for is that our relationship
was so much more than a professional one, though. I got the
feeling at the ceremony at the Ecole after your passing that there
must be a lot of people who, like me, felt you were like a second
mother to them (heck, I even borrowed you car and then managed to smash it into a fence once! How's that for son-liness?).
You and I often discussed private and personal matters with
each other. You helped me through a crisis or two, and there
were several times we faced very difficult situations together.
I always felt I was on solid ground when standing at your side.
Natalie, you know, this letter could easily go on and on.
I haven't touched on doing music for Shakespeare and being
bowled over again and again by your knowledge and enthusiasm.
Or on the English Library, afternoons at the Baggersee, innumerable B-Breaks in your living room (which I went to over and over
again, year in and year out, because I quite simply couldn't get
enough of you and Armin). You have no idea how much and how
deeply you've touched me and made an imprint on my life. And
the main reason I say something this personal in a semi-public
forum like The Ecolianer is because I know that so many others
feel the same.
Writing this letter now makes you feel so present to me. I
remember so well what it felt like to hug you, I remember your
voice and your smell even! You live on, Natalie, not only in the
hearts of many, many people, but also in the great work you did.
I doubt you ever thought of it this way yourself, but the fact is:
you made a difference!
So, from my humble perch I say, thank you, dear Natalie,
for all you've given me and the world.
Love, SCOTT
23
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Love of Gardens
Wherever she lived in the Ecole d’Humanité; in
Haus Willi, Waldhaus, West Haus, Haus am Bach,
und finally Sunnehuesli, Natalie Luethi created a
colourful flower garden around it and tended it
with loving care.
Natalie was also generous in helping others
to create beauty in the Ecole campus. When I took
over the slope of land below Ost Haus just after
that house was built in 1970, she gave me a bucket
of Lisimachia roots and some of “Rabbits’ Ears”
(Woll Ziest); seedlings of Eschscholtzia, Cosmea,
Eschscholtzia and Aster; roots of Astilbe, as well as,
later, a tiny Holly bush; a young Lilac tree; part of a
bush with pink flowers which I think is called Weigelia, and roots of a lovely rock plant with bright blue
flowers, leaves which in spring are red underneath
and green on top and which in Autumn are bright
red all over. (I have not been able to find the name
and Natalie didn’t know it either.)
Finally, when she was already partly bed-ridden
in Sunnehuesli, in the late autumn of 2012, Natalie
told me that the “Autumn Joy” in her garden was
over-growing the path between Sunnehuesli and
Shanti and I could divide it to plant in the new flower
beds beside the lawn below Ost Haus.
All these representatives of Natalie’s love for
beauty are present and thriving in the area between
Ost Haus and Max Cassirer Haus and will, with due
care, bloom at their own time of year just as they
did and still do in some of Natalie’s gardens.
MARYLIN REYNOLDS
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27
Shakespeare
Love’s Labor’s Lost
(2001)
Games! Enormous playing cards as trees and dice as stools,
Moth on a scooter whizzing down ramps and the King of Navarre playing life-size chess in his court of scholars. Everyone
will wear paper hats! And paper ruffs around the necks (Doey
Luethi’s idea – Natalie makes them carefully, painstakingly), and
the pricket in the park will be a plastic collapsible deer from
an archery set. Our “concept” is delightful – and excessive. It
carries me away into symbolic contortions, which climax in a
strained scene between the “fantastical Spaniard” Don Armado
(in wide paper mustachio) and his faithful page Moth, to whom
I hand a plastic hula hoop, saying: “hold it like this, frame your
face exactly – like this! Like this! - just when you say –‘and yet
nothing at all’ – like a Zero! Because Don Armado is Nothing!
And yet Everything! The imagination!”
I was fresh out of graduate school. Natalie watched bemused, and then with concern. “I think it’s a mistake,” she later
told me cautiously, “to tell them what to do too much. Let them
discover it on their own. Let them invent.” I fumed, at first. But
she was exactly right.
Natalie had enormous faith in the creativity of the students,
and she let them alone, to discover real responses. And in this
freedom lay wonderful surprises, the life of the play. When I
relaxed my clutch, the same scene began to breathe. Don Armado spontaneously grabbed an oversized white pawn, breast
shaped, and fondled the nipple tip distractedly, dreaming of his
love. Perfect! Natalie and I roared.
And when she offered suggestions, it was often simply to
remind the actors of what it feels like to be human – to be a
pompous King masking his insecurity, or a flirty girl wittier than
the man she tries to catch! A stiff shrug, a crossed arm, a toss of
the head – Natalie had a keen sense for the subtle gesture that
revealed depths. She was brilliant at showing actors just how
we much we try to hide – rather than reveal – our true feelings.
As You Like It (1999)
Orlando supporting the dying older Adam in the forest of Arden. The
actor playing Adam, a young boy, wobbles, sways, moans and gasps
unbelievably. “Do less,” Natalie insists, “not so melodramatic! He’s
just – creaking.” She stands still barely wavering, takes a tentative
shuffle, to demonstrate. The boy follows, doing almost nothing, and
becomes a more delicate, fading old man, not wanting to disturb:
“Dear master, I can go no further.” Perfect.
And then the moment passes. The intensity of an expression,
a scene, a performance. And then it is over. Natalie loved this about
theater, that it is there, and then it is gone.
The Tempest (2010)
We are eating ravioli and salad in the Esssaal before the final performance, and Natalie quotes to the actors:
Our revels now are ended. These our actors…
Are melted into air, into thin air…
We are such stuff
As dreams are made on; and our little life
Is rounded with a sleep.
“Enjoy it tonight,” she says, “because soon it will all disappear.”
Much Ado About
Nothing (2013)
Natalie, Doey, and I are together in Natalie’s living room, playing
around with ideas. Natalie, lying in her hospital bed, laughs at the
thought of a roses and zippers concept for the production. “You’re a
nut,” she tells me. But then she muses – a play about illusions. And
she recalls an image from somewhere, some memory, perhaps an
insurance ad on TV, in which a little girl breathes onto a window, and
draws lines with her finger on the glass. The picture is so delicate
– something is there, and then dissolves. Natalie died in November.
Her image opened our play in March.
MELISSA BAGG
Harry in “Much Ado About Nothing”
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29
Grandchildren
I have a picture in my head of my grandma sitting in a big hotel
bed with me when I was about seven or eight years old. We were
waiting before one of Doey's operas. I was wearing a black, velvet
dress with tacky golden flowers. This was the first memory I have
of having her undivided attention. She braided my hair and told me
story after story about my aunt and uncles.
I have an image of my grandma that I share with my whole
family. We were sitting in Haus am Bach at the long wooden table.
She gave her four children and eight grandchildren an heirloom.
Some of us got dishes, others received jewelry, everything was
valuable for one reason or another. She explained the story behind
each item to us. I have a lion locket with one ruby eye and a picture
of her as a young adult is inside of it.
I have images of my grandma correcting songs in the song books
during Singgemeinde, scolding students for obsessing too much over
the SAT, directing Shakespeare, advising young female Ecolianers in
books to read and attitudes to have, telling a student to “Shut up!” when
he was out of line, and baking her classes a cake when they received
100% on her vocabulary tests. I have images of my grandma from other
people's memory. The stories they have told have somehow built the
complete picture of who my grandmother is. To me, the stories and
memories from other people are just as important as my own.
One of my last memories of my grandma is when she was
very close to her death. I was alone in the room with her. Her eyes
were closed but I know she was listening to me. It was sunny. I was
holding her wrinkly hand and sitting next to her bed. I told her all
of my trivial problems and everything I was proud of for the week.
She stroked my hand, turned her head and smiled at me without
saying anything.
I share images and memories of my grandma with her four
children, her siblings, her husband, her seven other granddaughters,
her nieces and nephews, her friends, her students, her LPC campers, her fellow counselors, her colleagues, and her acquaintances.
For me, my image of her as my grandmother is a collage of all of
the memories I have heard and reinterpreted from other people,
bleeding into my own. She is more than just my grandmother. She
was somebody who could have so many roles in any one person's
life. She was a teacher, a disciplinary figure, a confidante, a leader,
a feminist role model, someone giving reality checks, a story teller,
a person to complain to and a person to brag to, and a mentor. As
my grandmother, Natalie Lüthi-Peterson encompassed all of these
roles, and with that, she left me with the greatest impact on who
and what I am today.
SACHI WATASE
Natalie with her 7 of 8 grandchildren, all girls, from left to right:
Angela, Johanna,Sophie, May Lee,Nico, Pauline, Sachi. Luca, the eights one is not in the picture
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The early times of the USSystem
Excerpt from the interview that took place on January 3rd, 2007. Interviewer: SALOME LIENERT
Salome We already talked about the Odenwaldschule and the
Ecole. I would like to know a bit more about this symbiosis, as I
see it. The early connections; you already mentioned how you met
Paul Geheeb, Paulus; what the Ecole meant or means for LPC and
vice versa.
Natalie It happened quite naturally. At first just through the fact
that this was our first camp and we just took ideas from what we
had experienced and a lot of it came from the Ecole and the Odenwaldschule. Then, as the years went by, it was more and more
exchange of people and with the peoples ideas; like campers coming
to the Ecole as students, students becoming counselors, teachers
becoming directors, directors becoming teachers. There's been a
great deal of that flow, interaction between the two institutions.
I came here in '49; Armin came here in '48. That's when we got
to know each other. Armin left in '50 to continue his music studies in
Basel. We got married as soon as he was finished and by that time
we were both in debt to our eyes. So we took a job, a city of Basel
job, which paid. We were there until Edith Geheeb wrote to us in 1955
and said that there was a crisis in the school and they wondered if
we wouldn't come with the idea of later taking over the directorship.
I was really excited about that because we were working in a totally
Swiss school where I couldn't really use my English and where my
role was quite limited because I'm not a Swiss teacher. I was sort
of like a house mother. It was ok, and I had two children already so
I had my hands full. But still the idea of coming back to the Ecole
was very welcome to me. Armin was kind of cautious because of
the financial situation, but we came back in spring of '56. At that
time the place was suddenly full of Americans. Every time I had
been here before there was one or two but there were many when
we came back in spring of '56. It became apparent very quickly that
we had to do something about this. We had to have a program for
these Americans because they were staying for only one year and
wanted to go back to American schools. "We have to give them
what they need". So I started the American system. We had massive
applications for many years and I insisted that they stay for at least
three years because we wanted to keep the size down. We could
have practically filled the school with Americans. We kept it down
to about a quarter of the total population of the student body. That
was fine for quite a few years because the dollar was worth 4.25 or
something and this was a very cheap school for Americans. Then
suddenly in the '70s the dollar took a nosedive and the Americans
disappeared. So this was a painful situation. This was just after we
had expanded the school by building Ost- West- and Max Cassirer
Haus. We had gone from a hundred students to a hundred and
fifty students over night and then the Americans faded. This was
a big worry because for me the international aspect of the school
was very important.
In the beginning Pavey and I had said, "We'll start a camp
and then maybe later we'll start a school." We had this idea in the
back of our heads that a school would be better. We'd have more
opportunities for what we want to do than in a camp. So having a
school with an international student body was wonderful. Teaching
here after we came back was what I thought was perfect. So when
the Americans went, it looked like we were going to be totally Swiss.
That's when we started inviting children from LPC, camp children
who were recommended by their camp directors as being particularly good at community living. We invited them often with huge
scholarships just to fill up the English speaking section of the school
again. So in this way the camp played a huge part in maintaining
our international aspect and our international character. So that
was one very strong reason for our interconnectedness. There were
times, I think, before that, when some people, some other staff said,
"What's that camp business? Camp people seem to have some kind
of special in with Natalie. What's that kind of elite here among us?"
But that changed totally because so many people who had been in
camp were here. So many of the staff were involved too. Either had
been in camp themselves or were sending their children.
So there's been this cross-fertilization. I think when I first came
to the Ecole there was no such thing as folkdancing. There was one
small group that did waltzes and polkas but they were certainly
weird. And at camp it was not so easy to keep it going. We did this
"Abe zämme rächts", Armin could play some of these tunes on his
violin and we could do some dances, but it was very modest. Then,
it must have been in the '60s we had a flourishing of folkdancing
in the Ecole because we had some Israeli students and folkdancing
was really important in Israel. So we were dancing like crazy. Then
we got American teachers who were wild about folkdances. We did
folkdancing twice a week and it was a big thing. And that fired it up
in the camps again. It died down again in the Ecole and then camp
people came and Sarah or another of our camp people would teach
massive courses with forty, fifty people in them so folkdancing is
back in in the Ecole. There is this sort of exchange back and forth.
The songbooks that Armin put together for the camp originally
were then expanded for the Ecole and came back to the camp. So in
many ways each institution is enriched by the other. And you know
when we retired from the directorship I wasn't sure if this was still
going to be. But anyhow, by that time Sarah, KC and Kathleen had all
been camp directors and Frédéric's and Fränzi's daughter is involved
in camp, and so are Vargas. So many people had been involved in
camp that it had taken root. We must be grateful for this. Sonia's
job is paid for by the Ecole and this Christmas Conference is and our
world gatherings are. I mean what would we do? We would have to
pay a lot if we didn't have this family relation.
31
Natalie Luethi
Peterson
Memorial Endowment
Fund
The Edith Geheeb-Cassirer Foundation (EGCF) was founded in the
1980’s by parents of former Ecole students with the support of Natalie’s sister, Irene Lockwood, to raise scholarship money for students
from the US to attend the Ecole d’Humanité. They recognized that
it was important to have American students from a wide range of
backgrounds participating in the American program – both because
American students are an important part of the unique international character of the school and because non-US students in the
American program - many of whom plan on attending American
universities – get a broader cultural picture of the United States
through their contact with American Ecolianers.
To honor Natalie’s work in establishing the American program
at the Ecole and her long and devoted service to the school, the
Edith Geheeb-Cassirer Foundation has created the Natalie Luethi
Peterson Memorial Endowment Fund. This is an opportunity for
grateful generations of Ecolianers to contribute to an endowed
scholarship fund in Natalie’s memory. The EGCF invites all friends
of the school to acknowledge and honor Natalie’s special role in
making the Ecole d’Humanité the transformative place it is today
by making a generous gift to the new fund. This endowment will
provide ongoing scholarships, enabling deserving students far into
the future to be supported by Natalie’s unique spirit.
You can make your donation via PayPal at the Foundation’s
website: http://geheebcassirer.weebly.com
Checks should be made out to the Edith Geheeb-Cassirer
Foundation and mailed to:
Helen DeVol, Treasurer
Edith Geheeb-Cassirer Foundation
0602 SW Palatine Hill Road
Portland, OR 97219
Gifts of $100 or greater will be acknowledged with a special
thank-you gift – a tea towel with the beautiful “Haslihaus” design
seen on the front page of this issue. This image of a Hasliberg chalet
with the Wetterhorngruppe in the background was created for the
Natalie Luethi Peterson Memorial Endowment Fund campaign by
Natalie’s daughter, Molly Luethi of Kei and Molly Textiles LLC
(www.keiandmolly.com)
Für mehr informationen über die Ecole d'Humanité in
deutsch siehe:
NÄF, H. (Hrsg.): Eine menschliche Schule – Die Ecole d'Humanité
von innen gesehen. Zytglogge Verlag, 2009.
Wir sind eine private, nicht gewinnorientierte Internatsschule
mit reform-pädagogischen Bildungszielen am Hasliberg, Berner
Oberland. 150 Schüler und Schülerinnen aus über 20 Nationen
werden bei uns von 50 Mitarbeitenden unterrichtet und betreut.
Wir bieten ein deutsch-sprachiges schweizerisches und ein amerikanisches Schulsystem an.
Ab sofort suchen wir eine/n
Koordinator/in Fundraising
Ihre Aufgabenschwerpunkte:
• Aufbau und Betreuung des Spender und Grossspenderprogrammes
• Aufbau und Betreuung eines Alumni-Clubs der Ecole
• Pflege und Auswertung der Spenderdaten und Spendencontrolling
• Koordination der Stiftungsaktivitäten
• Koordination von Kooperationen mit Partnern
• Ansprechpartner Legate
• Sekretariat der Stiftung zur Förderung der Genossenschaft
Ecole d’Humanité
Ihr Profil:
• Wirtschaftlicher oder sozialwissenschaftlicher Abschluss
• 2–3 Jahre Erfahrung im Bereich Fundraising
• Sehr gute Sprachkenntnisse in Deutsch und Englisch, stilsichere mündliche und schriftliche Ausdrucksfähigkeit, Eloquenz
und Überzeugungskraft
• Erfahrungen in einer sozialen bzw. gemeinnützigen Organisation
• Zielgerichtete und selbständige Arbeitsweise
• Kontaktfreudigkeit, Organisationstalent und Teamfähigkeit
• Sicherer Umgang mit MS-Office
Ausführliche Informationen über unsere Schule finden Sie unter
www.ecole.ch.
Wenn Sie an dieser vielseitigen und anspruchsvollen Aufgabe
interes-siert sind, freuen wir uns auf Ihre Bewerbung.
Ihre schriftliche Bewerbung richten Sie bitte an
Enrico Simen, Ecole d’Humanité, 6085 Hasliberg Goldern
Tel. 033 972 92 92, [email protected]
People | Leute
Births | Geburt
› 8. Februar 2013: Ilja Hafner, Sohn von Katja Bächtold Hafner (K '76–'93) und Andi Hafner.
› March 11, 2013: Emil Pirayech Gutmann, son of Djahane (K
9|'93–6|'97, MA seit 2010) and Martin Gutmann (MA seit
2010), born in Hofstetten, Switzerland.
› April 9, 2013: Ray Gustave Vinhateiro, son of Karuna (K
9|'88–6|'00) and Ben Vinhateiro (K 8|'98–6|'00), born in
Lihue, Kauai.
› 24. Mai 2013: Johanne Bach, Tochter von Theresa und
Stephan Bach (MA seit 2008).
Deaths | Todesfälle
› 26. März 2013: Florence Cool MA '48–'51, '63–'87
› 27. März 2013: Micha Schultze K '89-'91