” Maurice Micheloud : An esteemed teacher and humanist.
The small village of Grône in Valais/Switzerland has lost one of the most remarkable figures of the past fifty years.
Mr. Maurice Micheloud passed away on Thursday at the age of 87. This teacher, a philosopher with an exceptional intelligence, gave the best of himself through his kindness, competence, and trustworthiness. He taught for forty-five years.
Endowed with a strong personality and remarkable didactic abilities, he was ahead of his time. He taught his young students the importance of hard work. His vast experience enabled him to manage a unique multi-level class, with a total of fifty-seven students. That was back in 1927. Maurice Micheloud excelled at playing the organ in his parish for sixty-five years and led the Cecilia Choir for thirty years, while also playing in the Marcelline Brass Band. He was awarded the ‘Bene Merenti’ medal awarded by the Vatican.
He served as a secretary, then a village judge, surveyor, and financial auditor for many organizations. Mr. Maurice Micheloud was beloved by his community. He organized bike trips with them. As an assistant quartermaster in the army, he used his time off to play football. He was the founder of FC Grône in 1927.
It was near the church, in his father Pierre Micheloud’s house, that Maurice and his wife, Marie-Cécile, née de Preux, raised their family.
With Maurice Micheloud, an encyclopedia of knowledge closes. He loved nature. His energy was fueled by an impressive work ethic, a sharp mind, and a gift for expression.
His inner life, nourished by faith and prayer, made him a beacon of light. The local community has lost a man who had an extraordinary sense of dedication and commitment to the collective.
Mr. Maurice Micheloud was due to receive an award from the French Renaissance Cultural Association in a few days, alongside sixteen other Swiss personalities” Excerpt from NOUVELLISTE DU VALAIS
Discover the daily life of a Swiss schoolteacher in the early 20th century
At the beginning of the 20th century, the life of a schoolteacher in a small mountain village in Switzerland was marked by the harsh climate, the simplicity of infrastructure, and the deep respect he commanded within the community. At that time, the teacher played a central role, both educationally and socially, contributing to the intellectual development of children while actively participating in village life.
The teacher’s day often began well before dawn, as it was not uncommon for him to travel a certain distance to reach the school, especially in remote mountainous areas. The steep paths were sometimes snow-covered in winter, making the journey perilous and exhausting. Thick boots and a wool coat did not always keep out the biting cold of the alpine air. Yet, this man, sometimes assisted by his wife, stoically advanced towards his daily mission: educating young minds.
The school itself was often a modest building, constructed of wood or stone, sometimes near the church, which was the village’s nerve center. The classroom, usually the only one, welcomed students of varying ages, from six to fourteen. This presented a challenge for the teacher, who had to adapt his teaching to the different levels of the students while providing basic education in reading, writing, arithmetic, and religion.
Upon arriving at school, the teacher would start by lighting the wood stove to warm the room before the students arrived. The biting cold of the Swiss winters often made the classroom freezing, and the stove became the center of the room, around which the children would gather upon arrival. The furniture was rudimentary: wooden benches lined up in front of a blackboard, a slate for each student, and a few shared textbooks. Supplies were precious and had to be used sparingly, as school materials were expensive and often delayed due to weather conditions and distance.
The morning began with a prayer, followed by the singing of the national anthem, aimed at instilling in students a love for their homeland and respect for Swiss values. Then the teacher moved on to teaching core subjects, often following a schedule dictated by the agricultural calendar and the needs of the community. Students sometimes had to be absent to help their parents in the fields, especially during haymaking or harvest seasons. The teacher had to be flexible, often repeating lessons to ensure that each child understood the basics despite frequent absences.
One of the most important aspects of the teacher’s job was to impart morality and good manners in addition to academic knowledge. He embodied authority but also kindness, and his role went beyond mere knowledge transmission. He was often the advisor to families, sometimes intervening in family or community matters, especially in conflicts or significant decisions concerning children.
Lunch was usually eaten on-site. The children brought their food in tin boxes, often consisting of bread, cheese, and a bit of dried meat, while the teacher sometimes made do with a simple soup prepared at home or a piece of bread he nibbled on between classes. This moment was an opportunity to talk with students, to get to know them outside the strict classroom setting, and to instill values of respect and sharing.
The afternoon was often devoted to more practical activities, such as gardening, sewing, or woodworking, depending on the seasons and available resources. These activities aimed to prepare children for their future roles as adults in a primarily agricultural society. The teacher’s instruction, therefore, was not limited to intellectual knowledge but extended to everyday life skills essential in a rural environment.
The school day ended around four o’clock in the afternoon, but the teacher still had to correct homework and prepare lessons for the next day. In some cases, he also organized classes for adults in the evening, especially in winter when farm work was less demanding. These classes aimed to improve the level of education among adults, often limited to the basic education they had received in childhood.
Despite the challenges, the figure of the teacher was highly respected and even admired. He was often the only person with broader knowledge in the village, which gave him a special status. He was an educated man, often passionate about his job and driven by a true vocation. His work was difficult, poorly paid, and demanding, but he found satisfaction in seeing his students progress, even modestly. The most gifted among them were sometimes sent to cities to pursue further education, a moment of great pride for the teacher, who saw it as a reward for his efforts.
The teacher’s life was thus paced by the seasons and the community’s needs. Far from urban centers, he had to deal with isolation, the harshness of the climate, and the village’s limited resources. However, he also knew that his role was essential for the future of his students and for maintaining social cohesion within the community. He embodied the link between tradition and modernity, bringing new ideas while respecting the village’s ancestral values.
In rare but precious leisure moments, the teacher participated in local festivities, gatherings at the church, and village meetings, where he often played the role of cultural animator, telling stories or reading passages from books to an attentive audience. It was not uncommon for him to also serve as the community secretary, drafting official documents and correspondence for local authorities.
Thus, the daily life of a schoolteacher in a small Swiss mountain village at the beginning of the 20th century was one of dedication, simplicity, and perseverance. He bore the responsibility not only of educating the young generation but also of keeping traditions alive while opening the door to a more enlightened and educated future for his community.