Bothan Institute
The Bothan Institute was a boarding school for girls set up in 1704 AN on the island of Botha, situated in the Bay of Chryse, at the initiative of Ayesha al-Osman. Upon their entry into the institute, girls would be considered to have become inducted into the cadres of the Nationalist & Humanist Party and graduates would subsequently be called upon to support the N&H Future Leadership Programme.
Foundation
The purpose of the institute was to provide an education for the daughters of meritorious subjects who had attained tribunal rank or higher in the service of the Nationalist & Humanist Party, the Benacian Union Defence Force, the Corps of the Gentlemen-at-Cudgels, the Honourable Company, or the Worshipful Guild of the Sacred Carnifices. Whilst the premises for the institute was made available by the High Commissioner for Chryse, Ayesha al-Osman, the funding for the endeavour was obtained via the means of a yearly amicable grant taken from the liveried companies and guild chapters of the port city. The institute was duly chartered by the Benacian Academy in 1705 AN, in return for a favourable adjustment of the rent owed by the academy for properties leased from the city on the site of the former Royal University of Chryse.
Organisation
Taking inspiration from the Sarayzenana of Raspur, the pupils were divided into two cohorts from seven to twelve years, and from twelve to sixteen years. The institute would provide dress uniforms in dark-blue cotton for the junior cohort and a white linen frock dress with salmon-pink blouse and underskirts for the seniors.
Parents or guardians who assigned the girl to the institute were required to give a written commitment that they, prior to the expiration of the period set for education, will not demand her back under any circumstances.
Since I.1736 AN the principal of the institute has been Dr Veronika Albrecht-Stanis.
Student body
| Age Class | Ribbon Colour | Image |
|---|---|---|
| Junior Cohort (Dark-Blue) | ||
| Seven to Eight | Black | 
|
| Eight to Nine | Brown | 
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| Nine to Ten | Red | 
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| Ten to Eleven | Orange | 
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| Eleven to Twelve | Yellow | 
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| Senior Cohort (White) | ||
| Twelve to Thirteen | Green | 
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| Thirteen to Fourteen | Spring Green | 
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| Fourteen to Fifteen | Cyan | 
|
| Fifteen to Sixteen | Blue | 
|
Faculty staff
| Office | Grade | Responsibilities | Image |
|---|---|---|---|
| Principal | Admirable Doctor of the Benacian Academy (OF-2) |
Administration of the Institute at the direction of the Patroness. | 
|
| Chaplain | Admirable Vicar of the High Gods (OF(C)) |
Spiritual instruction of the student body, policing of morals and conformity with the Union Covenant. | 
|
| Tutors | Admirable Mistresses of the Benacian Academy (OF(C)) |
Provider of direct tuition for assigned age cohorts and classes. | 
|
| Guards | Honourable Watch Officers of the Women's Auxiliary Service (OR-8/OR-9) |
Responsible for the security on the grounds of the Bothan Institute, the patrolling of dormitories during nocturnal hours, provision of disciplinary services at the direction of higher authority, the rendering of service as chaperones for members of the student body when away from the Institute, and the recovery of any student whose absence from the Institute is unauthorised. | 
|
Education
During the training, special attention was paid to the Law of the Highest Divinity and to the precepts of Humanism. Pupils additonally studied subjects such as Praeta, mathematics, physics, chemistry, geography, biology, arts, music, physical education, religion, history and the ars technica. They are also required to study at least three other languages in addition to Praeta. The usual combinations being Istvanistani, Alexandrian and Babkhi.
All the pupils days played out according to the same timetable: they got up at six am and went to their classrooms at seven with the first prayers of the days, before having their morning meal in the refectory. They then studied from eight until midday before having lunch. The lunch break lasted until two pm, when classes began again. These lasted until six pm, when they had supper. They finally went to bed at nine pm. Each moment of the day was punctuated by a prayer to the Highest Divinity after the Holodomaic manner.
Helping in the domestic tasks at the institute formed part of the students' education. The senior cohort were obliged to attend upon the teachers as servants, whilst the juniors would be paired to a senior to serve in turn. Their collective leisure time was also important and Ayesha al-Osman encouraged the students to use them for intellectual games such as chess, though games of chance were prohibited.
The discipline in the institute was rigorous, its students had no holidays and were not allowed to see their families more than four times a year, in the reception hall situated amongst the grounds of the residence. The dormitories were not heated, the beds were firm in order not to 'soften' the pupils, and they washed in cold water only.
If ever required to visit the mainland the pupils are obligated to at all times be accompanied by a female member of staff as a close chaperone and, whilst in a public setting, to wear the hooded full-length blue-woollen cloak of a Cedrist penitent. The pupil and her chaperone will also be assigned a minder from the Corps of the Gentlemen-at-Cudgels for the duration. No more than two pupils are ever permitted to be off the island at the same time, with each instance requiring the personal authorisation of the Commissioner of the city.
Curriculum
As noted above, Bothan Institute developed a rigorous academic curriculum that was tailored to the specific age and developmental needs of each class, with an emphasis on preparing students for leadership roles within the Nationalist & Humanist Party's Future Leadership Programme and equipping them with the skills necessary to effectively manage domestic households. The curriculum for each age class could be broken down as follows:
- Seven to Eight (Black Ribbon): At this age, pupils were introduced to the basics of reading, writing, and arithmetic. They also studied history, literature, and science, and were introduced to the arts through music and art classes. Physical education and military drill were also emphasised to build strength and discipline.
- Eight to Nine (Brown Ribbon): In this class, pupils built on their foundations in reading, writing, and arithmetic and began to delve deeper into the subjects of history, literature, and science. They also continued their studies in the arts and physical education, and began learning practical skills such as cooking and sewing.
- Nine to Ten (Red Ribbon): Pupils in this class continued to build upon their knowledge in the core subjects of reading, writing, and arithmetic, as well as history, literature, and science. They also received instruction in basic medical care and continued to develop their skills in the arts and physical education.
- Ten to Eleven (Orange Ribbon): At this age, pupils began to focus more on preparing for leadership roles within the Nationalist & Humanist Party's Future Leadership Programme. They received additional instruction in etiquette, cold reading of human character for insights, and leadership and public speaking. They also continued to study the core subjects of reading, writing, and arithmetic, as well as history, literature, and science. They also received instruction in practical skills such as cooking and sewing, and continued their studies in the arts and physical education. Their musical education will focus heavily upon the flute, which they must prove themselves adept at playing by the time they complete the senior cohort.
- Eleven to Twelve (Yellow Ribbon): In their final year of the junior cohort, pupils at the Bothan Institute continued to focus on leadership development and public speaking, as well as the core subjects of reading, writing, and arithmetic, history, literature, and science. They also received instruction in the basics of household management, including memorising basic commands for domestics in the lesser tolerated languages of the Union-State, and continued their studies in the arts and physical education.
- Twelve to Thirteen (Green Ribbon): As they entered the senior cohort, students at the Bothan Institute began to specialise in specific subjects that aligned with their interests and career goals. In addition to continuing their studies in the core subjects, students also had the opportunity to choose elective courses in subjects such as law, politics, economics, and foreign languages. They also received additional instruction in etiquette, cold reading of human character for insights, leadership, and public speaking, and continued to develop their skills in the arts and physical education.
- Thirteen to Fourteen (Spring Green Ribbon): Students in this class continued to specialise in their chosen subjects, and also received additional instruction in etiquette, cold reading of human character for insights, leadership, and public speaking. They also continued to study the core subjects of reading, writing, and arithmetic, as well as history, literature, and science. Practical skills such as cooking and sewing were also emphasized to prepare them for their future roles as leaders and household managers.
- Fourteen to Fifteen (Cyan Ribbon): As they neared the end of their time at the Bothan Institute, students in this class focused on refining their skills and knowledge in their chosen subjects and preparing for leadership roles within the Nationalist & Humanist Party's Future Leadership Programme. They received additional instruction in etiquette, cold reading of human character for insights, leadership, and public speaking, and continued to study the core subjects of reading, writing, and arithmetic, as well as history, literature, and science.
- Fifteen to Sixteen (Blue Ribbon): In their final year at the Bothan Institute, students focused on completing their studies and preparing for leadership roles within the Nationalist & Humanist Party's Future Leadership Programme. They received additional instruction in etiquette, cold reading of human character for insights, leadership, and public speaking, and also continued to study the core subjects of reading, writing, and arithmetic, as well as history, literature, and science. They also received instruction in practical skills such as cooking and sewing, and continued their studies in the arts and physical education.
As they completed their studies at the Bothan Institute, students were expected to demonstrate mastery of their chosen subjects, as well as a strong foundation in the core subjects and practical skills. They were also expected to have developed their leadership abilities and to be well-prepared to take on leadership roles within the Nationalist & Humanist Party's Future Leadership Programme and in their communities. Upon graduation, students were expected to support the party and to use their education and skills to make a positive impact in their communities and beyond.
Cold Reading
At the Bothan Institute, young ladies of ten years and older were trained in the art of cold reading, a practice that involved observing and analyzing the behavior of others in order to understand their weaknesses and vulnerabilities. One exercise used to hone this skill was a role-playing activity in which students were given a scenario and asked to act out the roles of different characters.
For example, on one occasion, the students were presented with a scenario in which they were participating in a business negotiation. They were asked to assume the roles of the business owner and the potential investor, and to observe and analyze the behavior of their counterparts in order to identify any weaknesses that might be exploited. The students were particularly encouraged to look for signs of anxiety, insecurity, or greed, and to consider how these weaknesses could be used to their advantage in the negotiation.
After the role-playing activity, the students debriefed and discussed their observations and insights with the rest of the class. They shared what they had learned about human character and how they might use this knowledge in real-world situations. This exercise was seen as essential for preparing the young ladies of the Bothan Institute for leadership roles within the Nationalist & Humanist Party's Future Leadership Programme, as it equipped them with the skills necessary to understand and manipulate the motivations and desires of others.
Emotional intelligence and manipulation
As part of their training at the Bothan Institute, girls in the age classes of fourteen and higher were taught the importance of emotional intelligence in achieving their goals and influencing others. Through a variety of exercises and activities, students learned how to identify and manage their own emotions, as well as how to read and understand the emotions of others.
One example of an activity used to develop these skills was a role-playing exercise in which students were given a scenario and asked to act out the roles of different characters. For example, students might be given a scenario in which they were trying to persuade a friend to adopt a new course of action, and asked to play the roles of the persuader and the persuadee.
During the role-playing activity, students were asked to pay attention to the emotions of both characters and to consider how they could use their own emotions and the emotions of their counterparts to achieve their desired outcome. They were encouraged to use empathy and understanding to build rapport and to identify the motivations and desires of their counterparts in order to tailor their arguments and appeal to their emotions.
After the role-playing activity, students debriefed and discussed their observations and insights with the rest of the class. They shared what they had learned about emotional intelligence and how they might use this knowledge to manipulate others in order to attain their desired outcomes. This exercise was seen as essential for preparing the young students, as it equipped them with the skills necessary to effectively communicate and influence others.
Etiquette
Etiquette training was an integral part of the curriculum at the Bothan Institute, with a particular emphasis on preparing the young ladies for roles within the Future Leadership Programme. At the Ten to Eleven (Orange Ribbon) age class and higher, students received more advanced instruction in the art of etiquette, learning how to effectively communicate and interact with others in a variety of social and professional settings.
One example of the etiquette training given to these students was a series of lessons on proper table manners. Students were taught how to properly set a table, including the correct placement of utensils and dishes, and how to properly use these utensils during a meal. They were also taught how to make polite conversation, including how to introduce themselves and others, how to ask and answer questions, and how to make small talk.
In addition to these lessons on table manners and conversation, students were also taught the importance of punctuality, proper dress, and other forms of etiquette. They were given the opportunity to practice these skills in a variety of simulated social situations, such as dinner parties and business meetings, and received feedback and guidance from their instructors on how to improve their etiquette.
Through these lessons and activities, the students learned how to present themselves with poise and confidence in social and professional settings, a valuable skill for anyone looking to succeed in leadership roles.
Notable alumni
- Marie Beatrice (attended 1705 AN – 1712 AN)
- Azardokht Boragchin Erdenechuluuniin al-Osman (attended 1706 AN – 1710 AN)
- Eva von Hutten (graduated 1718 AN)
- Soheila Osman (graduated 1720 AN)
