Finishing Schools (Benacian Union)
In the Benacian Union, the education of young women is deemed of the utmost importance for the future of the state. As such, the Humanist Institutes have developed a specialised variant of their educational system: Finishing Schools. These schools are exclusively for girls aged twelve to fifteen and are administered by a Governess.
Finishing Schools aim to provide young women with a comprehensive education that prepares them for their future roles in society. The curriculum includes traditional academic subjects such as mathematics, the sciences, and languages, as well as practical skills such as home economics, etiquette, and deportment. The curriculum also includes a strong emphasis on physical fitness and self-discipline, as well as instruction in the principles of Humanism.
The Governess plays a crucial role in the administration of Finishing Schools. She is responsible for the overall management and direction of the school, including setting the strategic direction, overseeing daily operations, and ensuring that the school is providing a high-quality education to its students. She also plays a key role in the recruitment and retention of staff and students, as well as in the development of policies and procedures to ensure that the school is operating in compliance with all relevant laws and regulations.
In addition to their academic and practical education, students at Finishing Schools also receive instruction in the art of gracious living. This includes instruction in the art of conversation, music, and the proper way to conduct oneself in social situations. These skills are deemed essential for young women who will be expected to play important roles in the society and the political life of the Benacian Union.
The ultimate goal of Finishing Schools is to produce young women who are highly educated, cultured, and poised, who are able to contribute to society in meaningful ways. They will be equipped with the knowledge, skills, and values necessary to be successful in their future roles as wives, mothers, and leaders in the community.
In 1724 AN the finishing schools were directed to align with the Gymnasia of the Union-State in providing an education to eligible girls between the ages of twelve and fifteen. The schools were further directed to maintain lists of promising pupils who would be suitable for direct purchase into the service of the Women's Auxiliary Service.
Conditioned social harmonisation
One of the key elements of the education offered at Finishing Schools is conditioned social harmonisation. This process is designed to encourage students to accept their destined roles in society and to develop a sense of unity and cohesion with their peers. This is achieved through a combination of cognitive behavioral therapy, which helps students to understand and change their thoughts, feelings, and behaviors, and through the use of positive reinforcement techniques, which help to shape and reinforce desired behaviors.
The cognitive behavioral therapy used at Finishing Schools is based on the principle that thoughts, feelings, and behaviors are interconnected, and that by understanding and changing one aspect of this triad, it is possible to change the others. This therapy is used to help students understand and overcome any negative thoughts or feelings they may have about their destined roles in society, and to develop a positive and accepting attitude towards these roles.
Positive reinforcement techniques, such as rewards and positive feedback, are also used to encourage students to accept their destined roles in society. These techniques work by reinforcing desired behaviors, making them more likely to be repeated in the future. For example, students who show a positive attitude towards their destined roles in society may be rewarded with praise or special privileges.
One of the key archetypes explored in the conditioned social harmonisation process is the nurturing and maternal archetype. This archetype represents the innate desire of women to care for and protect others, and is often associated with the roles of wife and mother. Through cognitive behavioral therapy, students are taught to understand and accept that this archetype is a fundamental aspect of their identity and their role in society.
These sessions are used to help students understand how their thoughts, feelings, and behaviors are interconnected, and how these can be changed to align with the archetype of nurturing and maternal. This therapy helps students to develop a positive and accepting attitude towards their destined roles as caregivers and nurturers, and to overcome any negative thoughts or feelings they may have about these roles.
In addition, students are exposed to examples of strong, nurturing and maternal figures from both history and literature, to help them internalize the archetype and see it as something that they can strive to emulate. They also receive positive reinforcement when they demonstrate behaviors that align with this archetype, such as showing compassion and care towards others, and being willing to sacrifice their own needs for the well-being of others.
Through this process of conditioned social harmonisation, students at Finishing Schools come to internalise the archetype of nurturing and maternal and to understand the importance of their role in society as caregivers and nurturers. This understanding helps them to accept their destined roles in society, and to develop a sense of unity and cohesion with their peers. This process ultimately helps to create a society where individuals are happy to serve the Union-State in nurturing and maternal roles, which is essential for the harmonious functioning of society.
Gallery
Typical classroom scene.
Moment of guided group constructive criticism during a session of conditioned social harmonisation.
Worship of the Highest Divinity formed an integral part of education and indoctrination.
Discipline and uniformity would be continuously impressed upon students for the entire duration of their education.
