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The Stelle School System _______________________________________ One of the most challenging tasks which faces The Stelle Group is to provide for the education of
the future inhabitants of the city of Each Ego has been endowed with powers
of Mind which give him the potential to master the
challenges of life on this planet. The mental tools for aesthetic, academic
and emotional advancement are also the tools for Egoic growth. To learn the
techniques of inquiry, to rely to some extent upon intuitive abilities, to
have the self‑assurance to “know,” and to use freedom responsibly are
vital for a person’s continued growth and education throughout a lifetime.
Life in Stelle will require individuals to be able to organize information so
that patterns can be discerned and discoveries made. Continuous learning is to be a way of
life in Stelle. Acquiring an education is the major vocation of an individual
until the age of twenty-one, after which it becomes his avocation. Since Egoic advancement involves balanced development in
mentality, practicality and spirituality, the education of children must be
balanced in these areas. The Stelle School System has a major
role in the education of our children. The school is the focal point of
learning. It establishes philosophy, goals and curriculum and provides the
facilities necessary for the task. Parents and schools work together, each
stressing the aspects of learning which they are better prepared to give--moral
training by the home and the learning of skills by the schools. An education based on excellence equips
the individual with the basics for achievement. We must give our young people
the fundamental tools of learning and equip them to understand and cope with
change. They must develop the qualities of Mind and the quality of character which will serve them in a wide variety of
circumstances. In Stelle, our needs will not be fulfilled
by technical and academic competence alone. It will require persons able to
make complex judgments and decisions. We must help the student to develop
skills, establish values of Mind and spirit, and formulate meaningful goals. GOALS We expect to see the following results
in our students: The ability to deal with life as a whole--a balance
between intellectual abilities, functional skills, emotions and morality. Basic skills in reading, writing, arithmetic, etc. Aesthetic appreciation. An
interest in the philosophy of the Brotherhoods,
including devotion to the fulfillment of the Great Plan of the Brotherhoods. Genuine interest in exploration and learning. Self-directed; able to use common sense as well as intellectual
processes in solving problems. Recognition of the value of intuition. Responsible use of freedom. Self-discipline. Recognition and appreciation of the uniqueness of each
human being. Regard for Universal Law. A
positive self-image, reflected as a realistic trust of one’s self and his
ability to cope with his environment. Moral
integrity based upon the desire to live the Great Virtues: Tolerance,
Patience, Kindliness, Forbearance, Charity, Humility, Devotion, Sincerity,
Courage, Precision, Efficiency, Discrimination. SPECTRUM OF STELLE
SCHOOLS It is appropriate that Stelle children
get as much schooling as possible to prepare them for the specialized work of
college in Stelle, to promote their own Egoic advancement, and to give them
the tools for getting and giving the most to live. To fulfill these needs, we
have developed three school levels prior to college. The Primary Level Tots from three to five years come with
their mothers to use the school’s facilities and to work under a teacher who
oversees the program. Children receiving this early training in the academics
are able to learn much more and quicker than a child who is not so favored.
It requires a great investment of the mother’s time and energy to work this
closely with her youngster to open his mind to the possibilities of this
lifetime. This early learning gives the child the tools to acquire an
education of greater scope and depth. While this program may
be pursued at home, there are advantages in mother and child working
together at school. The school can provide a variety of facilities and opportunities which not every home can duplicate. In
school, they are not interrupted by the telephone,
doorbell and temptations to let the work slide. An atmosphere in which all
participants are actively engaged in the work of learning is conducive to
focusing attention on learning. It is required that a
child read and write upon admission to intermediate school. The Intermediate Level Students in the intermediate level will
range from six to thirteen years of age approximately. At this level, the
students will be covering material from second grade to high school level. In
addition to acquiring basic information and skills, they will have time to
pursue an interest in long-term projects, build related models and the like. Because of the need for personal
attention, each teacher will be working with a class of fifteen or less. More independent study will be required of the child since
his mother will no longer be accompanying him. The Upper Level At the upper level, each class will be
focusing on a particular subject. The teacher will serve as a lecturer and/or
resourceperson. When the students have covered the minimal requirements, they
are free to delve deeply into areas of special interest. The upper level will include adults of
the community as well as young people. MINIMAL REQUIREMENTS
FOR GRADUATION FROM SCHOOL An outline for
minimum requirements for graduation from school has been devised by the
School Board. It is expected that these will
be a point of departure beyond which the student will soar. They are to be viewed as specific abilities rather than courses. A
student may acquire the information needed in any way he wishes, probably
attaining the majority of knowledge through courses offered by the school. If
he is able to cover it outside of classes and can demonstrate that fact, then
he is free to spend his school time at specializing in areas
which are of particular interest to him. Most of
the subject matters which have been found useful in the
culture of the a. Mathematics:
general math, algebra, and plane geometry. b. Humanities: English and social
studies ( (1) World history and geography (a survey). (2) Civilization I, II, III. Students immerse
themselves in the study of three different civilizations, preparing a
notebook on each. This notebook should include art, customs, beliefs,
architecture, great ideas, government, and the like. Correct format and
language usage are integral to these studies. An objective of these studies
is to give students the opportunity to evolve an understanding of that which
was significant in the other cultures so that he may enrich his own life and
that of Stelle. c. General science d. Communications:
ability to communicate in correct English, both in written and oral forms. e. Arts for living (separate courses for
young men and women): The purpose for these courses is to teach role
definition of each sex and to teach skills required by these roles. In the
Stelle way of life it is recognized that the
emotional welfare of the succeeding generation is dependent upon all individuals
having clearly defined masculine and feminine identities. Students will learn in their school
careers the organization of material and thoughts, accuracy, speed of
comprehension in reading, how to look up information, and other practical
skills. It is expected that any student who desires
to learn skills not offered by the school will find opportunity in the
community to pursue them, either in community centers and the park system
where courses may be taught, or under individuals who are willing to instruct
him. Sports are not
offered or required by the school although they will be available through the
park system. The school does not attempt to be a “total environment”;
rather, it is a resource area of a somewhat specialized nature. The home and community round out the “total environment” in which
the school also participates. TRANSITIONAL SCHOOL In addition to the three levels of
Stelle schools (primary, intermediate, and upper), we foresee providing a
transitional school which new students entering Stelle will attend for a
time. The purpose of this school is to orient the newcomers to Stelle Schools
since they differ considerably from the schools to which the new children
have been accustomed. Some students will be able to move into the Stelle
Schools almost immediately while others will have a lengthy adaptation
period. SCHOOL OPERATION Each class in the Stelle Schools may
consist of a range of ages. The grouping of students of different ages,
interests and abilities will be beneficial to the social as well as the
intellectual development of each child. A rigid program of manners,
activities, etc. would not be practical or useful. A person should do that
which takes into consideration the world around him. The level of his behavior
determines the way with which he is dealt. An
ungraded organization allows and encourages the student to proceed at his own
speed in different subject areas. The Stelle Schools offer a broad, inclusive
program. Instruction will be available in all of the traditional disciplines.
Emphasis is placed upon individual pursuit of
language skills, social studies, mathematics, science, philosophy, the fine
arts, and health. Each student has considerable freedom
to choose his activities during the day. He will be free to initiate projects
and to request formal instruction as he desires.
Emphasis will be placed on perceiving patterns and
fundamental principles, and leaning to effectively use research tools for
self-directed study. Each day a student must develop a plan
for time spent in school -- a schedule. Young children make this out under
the guidance and with the help of a parent or teacher. The adult strives to
help the child to be realistic in his choices for the day; he should not plan
to do more than he can reasonably be expected to
accomplish nor should he underestimate what he is capable of completing. In
the latter case, he is unchallenged and may find himself at loose ends and
have to find something else to work on. In the case of planning more than he
can finish, the child is frustrated and the work which
isn’t finished in school must be taken home for completion. In any case,
the assisting adult will help the youngster design a schedule which will assure that he is challenged throughout the
day. The scheduling process is an ideal opportunity for expressing to the
child the expectations that he complete work and use his time to advantage.
Should the student be unable to decide upon his activities for the day, the
adult may offer choices of work which would be
advantageous for the young one. DRESS AND APPEARANCE In the long-range best interests of the
younger generation of Stelle, the Stelle School Board requests that girls
wear skirts and dresses to school, while boys and young men are to wear
slacks and shirts with tails in. Both boys and girls are
expected to be neat and clean. The boys’ hair must
be kept short. ACCOUNTABILITY TO
PARENTS FOR CHILD’S WORK IN SCHOOL Regular communication between teachers
and parents in regard to the child’s activities and
interests in school will be the mutual responsibility of the parents and
teachers. Report cards with traditional marks will not be
issued. Notes to each other, telephone conversations, conversations in
meetings and at social occasions, and observing the child’s schedules will be
the prime means communication. Communication will be
facilitated by the fact that the teacher will have comparatively few
students and will live in the immediate community. Parents and teachers
should find individual conferences useful for exploring ways to help the
child to advance Egoically and academically. Should a problem relative to a child arise
in school, the teacher will communicate with the parents about it. Likewise,
the teacher should be made aware of special situations occurring in the home which may affect the work of the child at school. The children’s daily schedules are kept
on file at school and are available at any time should parents wish to obtain
an overview of their child’s work in school or review a particular day’s
activities. Also, a list of books and projects
completed is maintained in a child’s cumulative record. In the primary school, mothers will be
working under a supervising teacher. This will afford ample
opportunity for learning the expectations of the school and
communicating between home and school. ADULTS’ ROLE The education of the child is the
responsibility of the parents. The school is a service to the parents,
providing the facilities, materials, and professional assistance for
extending the experience of the child. In Stelle and in the Nation of God,
the younger generation will be expected and encouraged to surpass its parent
generation. For this reason a close relationship
between parents and teachers will exist as they work together to educate the
child. Parents may be able and willing to act
as resource persons, sharing their talents or knowledge with interested
children. A parent may take a single child or a small group on a special trip which relates to a subject under study. STANDARDS The The Stelle Schools are
not geared to the public school system; and should a student transfer
after several years, he could find himself ahead in some areas or behind in
others as compared with children of his age in the public schools. Should a
child transfer to a public school, the Stelle School System will provide him
with a statement summarizing his standing in the different subject matters. While we expect our
students to be at least on a par with children outside our system, those who
have grown up in Stelle--who will have had the advantage of early learning at
home--will undoubtedly be ahead of those in public schools. We have our own
standards and requirements. A student of the Stelle Schools is expected to do the best of which he is capable at all
times. Work is not considered acceptable until it is
as perfect as the youngster can make it. STAFF There will be fully qualified,
experienced teachers in the Stelle Schools. The teacher will direct and
supervise activities. As he senses a child’s interest or that of several
children, he will initiate projects, give instruction and information
regarding the topic of interest, and in whatever ways which
seem appropriate, call attention to material which will expand the horizons
of the children. Since each child will be studying “on
his own track,” free to advance as fast as he can, he will be working
independently in a classroom of students of varying ages. Consideration has been given to the idea of training our own teachers,
be they women who have, already reared their families or young people who
aspire to professional or maternal pedagogy. Therefore, the staff will be
composed of both fully accredited and non-professional teachers. EXPENSES Because it is necessary to charge
tuition to help meet operating expenses, a maximum fee of $450.00 per year
for the first child will be charged. If more than
one child is enrolled in school, the tuition rate
can be adjusted. When school is established in Stelle,
there will be no charge for tuition. © The Stelle Group Board of Education May, 1970 _____________________________ The Stelle Group Board of Education P.P. |
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