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 Stelle. It is obvious that the success of the city as a forerunner of the Nation of God is dependent upon the excellence of its approach to learning and teaching, for each individual is faced with the job of learning to effectively control his own environment and destiny.

 

       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 United States at large will be essential to life in Stelle. Distilled into minimum requirements, they are:

 

a.  Mathematics: general math, algebra, and plane geometry.

 

b.  Humanities: English and social studies (Illinois state requirements for English and social studies will be covered simultaneously in these humanities courses.)

 

(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 Stelle School seeks to comply with the standards of the State of Illinois regarding minimum requirements in the various subject areas.

 

       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. Box 5900

CHICAGO, ILL. 60680

 

 

 

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