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Humanist Institutes

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The role of a Humanist Institute, especially in the Benacian Union, is to educate and prepare suitable candidates, aged fifteen to eighteen, for leadership roles within the Nationalist and Humanist Party, as well as the wider community. These Institutes are highly selective, only accepting the best and brightest students from the preparatory schools. The education provided is rigorous and challenging, and is designed to produce graduates who are not only academically accomplished but also possess the necessary qualities of leadership, loyalty, and dedication to the principles of Humanism.

Organisational overview

The internal structure of a Humanist Institute is hierarchical, with the Commandant of the Institute at the top, followed by Masters of Discipline, Punishments, Studies, and Indoctrination, as well as a Matron of the Wards and a Mistress of the Library. Each of these positions has several sub-positions or roles beneath them, such as Drill Instructors, Hall Monitors, Instructors, and Ward Monitors. These individuals are responsible for the day-to-day operations of the Institute, including the education and discipline of students.

The curriculum of a Humanist Institute is comprehensive, covering a wide range of subjects, including classical studies, the common tongue, engineering, humanities, languages, mathematics, and the sciences. The curriculum is designed to provide students with a well-rounded education, preparing them for leadership roles in any field. The instruction provided is rigorous, and the expectations for students are high. The academic curriculum is complemented by a strong emphasis on physical discipline and indoctrination, which includes instruction in the principles of Humanism, behavioural therapy, and political education.

In addition to the academic curriculum, students are also required to participate in various extracurricular activities, such as athletics, military training, and leadership development. These activities are designed to develop the students' physical and mental abilities, as well as their sense of loyalty and dedication to the community.

Within the Benacian Union, Humanist Institutes are also responsible for the selection of students to be retained by the Guild of Academicians and inducted into the halls of the Benacian Academy. The selection process is highly competitive, and only the most talented and dedicated students are accepted. Those who graduate from a Humanist Institute and are selected for the Academy are considered to be among the elite of the Benacian Union, and are destined for leadership roles in the Humanist Movement and the Union-State.

Structure

  • Commandant of the Institute
    • Master of Discipline
      • Drill Instructor
      • Hall Monitors
      • Physical Discipline Instructor
      • Security Officer
    • Master of Punishments
      • Corrections Officer
      • Custody Officer
      • Wardens
    • Master of Studies
      • Instructor of Classical Studies
      • Instructor in the Common Tongue
      • Instructor of Engineering
      • Instructor of the Humanities
      • Instructor of Languages
      • Instructor of Mathematics
      • Instructor of the Sciences
    • Matron of the Wards
      • Governess of the Dormitory Wards
        • Ward Monitors
        • Ward Tutors
      • Physician of the Medical Ward
        • Apothecary
        • Nurse
    • Mistress of Indoctrination
      • Behavioural Therapist
      • Chaplain
      • Political Education Officer
      • Welfare Officer
    • Mistress of the Library

Offices of the institutes

Commandant of the Institute

The role of the Commandant of a Humanist Institute is to ensure that the Institute is operating in accordance with its mission and values, as well as to ensure that the staff, students, and resources of the Institute are being used effectively and efficiently. The Commandant is the highest-ranking official at the Institute and is responsible for the overall management and direction of the Institute.

The Commandant is responsible for setting the strategic direction of the Institute, in consultation with the Board of Trustees and other senior leaders. This includes developing long-term plans and goals for the Institute, as well as ensuring that these plans and goals are being implemented effectively. The Commandant 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 Institute is operating in compliance with all relevant laws and regulations.

The Commandant is also responsible for overseeing the daily operations of the Institute, including managing the budget, overseeing facilities and infrastructure, and ensuring the safety and security of staff and students. The Commandant is also responsible for ensuring that the Institute is providing a high-quality education to its students, and for working with other senior leaders to develop and implement academic programs and policies.

In addition to these operational responsibilities, the Commandant also plays a key role in representing the Institute to external stakeholders. This includes working with government officials, other educational institutions, and members of the broader community to promote the Institute and its mission.

The Commandant must be an effective leader and communicator, able to inspire and motivate others, and to work effectively with a wide range of stakeholders. The Commandant should also have a deep understanding of the Institute's mission and values, as well as a track record of success in managing and leading educational institutions.

Master of Discipline

Humanist Institute holds a crucial role in the education and development of students. The primary function of the Master and his subordinates is to ensure that students adhere to the strict code of conduct and discipline that is expected of them. This includes enforcing rules and regulations, as well as implementing and administering discipline for any infractions.

One of the primary methods used by the Master of Discipline and his subordinates is the use of drill, exercise, and paramilitary training. These activities are designed to instill discipline, physical fitness, and a sense of loyalty and dedication to the community in students. The drill and exercise programs are designed to develop the students' physical abilities, while the paramilitary training focuses on developing their leadership, teamwork and combat skills.

Another method used by the Master of Discipline and his subordinates is the use of hall monitors. These monitors are responsible for maintaining order and discipline in the dormitories and other common areas of the Institute. They are responsible for enforcing rules and regulations, as well as identifying and reporting any infractions.

The Master of Discipline and his subordinates also play an important role in maintaining the security and safety of the Institute. They are responsible for the supervision and management of the security personnel, including the Drill Instructor, Physical Discipline Instructor, and Security Officer. These individuals are responsible for the management of students who are being held in detention, as well as the enforcement of security protocols throughout the Institute.

The Master of Discipline is also responsible for the selection and training of students for the Humanist Vanguard group. This group is an elite organisation of students who are selected for their physical, intellectual and leadership abilities. The Vanguard group is responsible for providing security and protection to the Institute and the community, and their training is focused on developing their leadership, teamwork, and combat skills.

The Master of Discipline can use the merit scores generated by the Societal Compliance Utility Matrix to monitor the behavior of students and identify potential problem areas. The merit score, which reflects a student's trustworthiness and compliance to the Union-State's ideals and agenda, can be used as a tool for discipline and punishment. For example, students with low merit scores may be subject to additional surveillance and monitoring, or may be denied certain privileges such as attending extracurricular activities or being part of the Humanist Vanguard group.

Additionally, the merit scores can be used to identify students who may be at risk of deviating from the Union-State's ideals and agenda. These students can be targeted for additional indoctrination through the ainaive, behavioral therapy, and other forms of conditioning. The goal is to ensure that students are conditioned to accept, and to be motivated by, those philosophical truths instead of "being driven by their neuroses into desperate choices necessary for psychological survival."

The Master of Discipline can also use the merit scores as a tool for rewarding students who demonstrate exceptional compliance and trustworthiness. Students with high merit scores may be granted additional privileges, such as leadership roles within the institute or special credits to enhance their standing with the Benacian Academy or its affiliates.

Severe instances of disciplinary infractions in a Humanist Institute can be referred to the Master of Punishments for corrective action. The Master of Discipline and his subordinates are responsible for enforcing discipline and maintaining order within the Institute, but in cases where infractions are particularly severe or repeat offenders, they may refer the student to the Master of Punishments.

Master of Punishments

The Master of Punishments in a Humanist Institute holds a crucial role in the education and development of students. The primary function of the Master and his subordinates is to ensure that students adhere to the strict code of conduct and discipline that is expected of them. This includes enforcing rules and regulations, as well as implementing and administering punishments for any infractions.

One of the primary methods used by the Master of Punishments and his subordinates is the use of corrective measures. These measures are designed to correct and reform the behavior of students who have violated the rules of the Institute. These measures can include, but are not limited to, detention, extra work assignments, loss of privileges, and counseling. The goal of corrective measures is to help students understand the consequences of their actions and to encourage them to make better choices in the future.

Another method used by the Master of Punishments and his subordinates is the use of disciplinary measures. These measures are designed to punish students for more serious infractions of the rules. Disciplinary measures can include, but are not limited to, suspension, expulsion, and in some cases, physical punishment. The goal of disciplinary measures is to act as a deterrent for future infractions, and to send a clear message that such behavior will not be tolerated.

The Master of Punishments and his subordinates also play an important role in maintaining the security and safety of the Institute. They are responsible for the supervision and management of the security personnel, including the Corrections Officer, Custody Officer, and Wardens. These individuals are responsible for the management of students who are being held in detention, as well as the enforcement of security protocols throughout the Institute.

In addition to enforcing discipline and maintaining security, the Master of Punishments and his subordinates also play an important role in the education and development of students. They work closely with the Master of Studies and his instructors to ensure that students are receiving the instruction and guidance they need to succeed. This includes monitoring student progress, providing feedback and support, and working to identify and address any issues that may be preventing students from reaching their full potential.

Master of Studies

The Master of Studies in a Humanist Institute holds a crucial role in the education and development of students. The primary function of the Master and his subordinates is to provide instruction and guidance in a wide range of academic subjects, including classical studies, the common tongue, engineering, humanities, languages, mathematics, and the sciences. The instruction provided is rigorous and challenging, and the expectations for students are high.

The Master of Studies and his subordinates have several key responsibilities:

  • Curriculum Development: The Master of Studies is responsible for the development and maintenance of the curriculum for the Institute. This includes selecting and approving textbooks, developing lesson plans, and determining the content and scope of instruction.
  • Instruction: The Master of Studies and his subordinates, such as the Instructor of Classical Studies, Instructor in the Common Tongue, Instructor of Engineering, Instructor of the Humanities, Instructor of Languages, Instructor of Mathematics, and Instructor of the Sciences, are responsible for providing instruction to students. This includes delivering lectures, leading discussions, and providing individualized guidance and support.
  • Student Progress Monitoring: The Master of Studies and his subordinates are responsible for monitoring student progress, providing feedback and support, and working to identify and address any issues that may be preventing students from reaching their full potential.
  • Support of other Masters: The Master of Studies also works closely with the other Masters, such as the Master of Discipline and the Master of Punishments, to ensure that students are receiving the education and development they need to become responsible and effective leaders.

In addition to academic instruction, the Master of Studies and his subordinates also play an important role in supporting extracurricular activities, such as athletics and other physical activities, as well as providing support for leadership development and mentoring.

Matron of the Wards

The Matron of the Wards in a Humanist Institute holds a crucial role in the education and development of students. The primary function of the Matron and her subordinates is to provide for the daily care and supervision of students, particularly those who reside in the dormitory wards. The dormitory wards are organized into age group cohorts, with each cohort supervised by a Governess of the Dormitory Wards, who report to the Matron.

The Matron of the Wards and her subordinates have several key responsibilities:

  • Supervision: The Matron of the Wards and her subordinates, such as the Governess of the Dormitory Wards, are responsible for the supervision of students who reside in the dormitory wards. This includes enforcing rules and regulations, monitoring student behavior, and providing support and guidance to students.
  • Safety and Security: The Matron of the Wards and her subordinates are responsible for ensuring the safety and security of students who reside in the dormitory wards. This includes maintaining the physical security of the dormitory wards, conducting fire drills and emergency procedures, and ensuring that students are safe at all times.
  • Support and guidance: The Matron of the Wards and her subordinates are responsible for providing support and guidance to students, particularly those who are experiencing difficulty adjusting to life in the Institute. This includes counseling, mentoring, and providing resources to help students succeed.
  • Health and Wellness: The Matron of the Wards is also responsible for the overall health and wellness of students, including overseeing the Physician of the Medical Ward and the Apothecary and Nurse. They are responsible for providing medical care and administering medication, as well as ensuring that students are receiving proper nutrition and exercise.

The Matron of the Wards also works closely with other members of the Institute's staff, including the Masters of Discipline, Punishments, and Studies, as well as the Mistress of Indoctrination, to ensure that students are receiving the education and development they need to become responsible and effective leaders in the community. The Matron of the Wards and her subordinates are responsible for providing a safe, supportive, and nurturing environment for students, and work to ensure that students have the necessary resources to succeed in the Institute and beyond.

Mistress of Indoctrination

The Mistress of Indoctrination in a Humanist Institute ensures that students are imbued with the fundamental precepts of Humanism to the degree necessary to reconcile them to their duty. This includes providing instruction and guidance in the principles of Humanism, as well as ensuring that students are receiving the instruction and guidance they need to become responsible and effective leaders in the community.

The Mistress of Indoctrination and her subordinates have several key responsibilities:

  • Instruction in the principles of Humanism: The Mistress of Indoctrination and her subordinates are responsible for providing instruction and guidance in the principles of Humanism. This includes delivering lectures, leading discussions, and providing individualised guidance and support to students.
  • Behavioral therapy: The Mistress of Indoctrination and her subordinates are responsible for providing behavioral therapy to students, particularly those who are experiencing difficulty adjusting to life in the Institute. This includes identifying and addressing any issues that may be preventing students from reaching their full potential, as well as providing support and guidance to help students succeed.
  • Political Education: The Mistress of Indoctrination and her subordinates are responsible for providing instruction and guidance in political education. This includes providing instruction in the principles of the political system of the Benacian Union, as well as ensuring that students are receiving the instruction and guidance they need to become responsible and effective leaders in the community.
  • Welfare: The Mistress of Indoctrination and her subordinates are also responsible for ensuring that students are receiving the necessary support and resources to succeed in the Institute and beyond. This includes providing resources and support for mental and physical health, as well as ensuring that students are receiving proper nutrition and exercise.

The Mistress of Indoctrination also works closely with other members of the Institute's staff, including the Masters of Discipline, Punishments, and Studies, as well as the Matron of the Wards, to ensure that students are receiving the education and development they need to become responsible and effective leaders.

Mistress of the Library

The Mistress of the Library and her subordinates are responsible for managing and maintaining the Institute's library, including its physical collection, as well as its digital resources.

The Mistress of the Library and her subordinates have several key responsibilities:

  • Collection development: The Mistress of the Library and her subordinates are responsible for developing and maintaining the Institute's collection of books, journals, and other materials. This includes selecting, acquiring, and cataloging materials that support the Institute's curriculum and research needs.
  • Access and circulation: The Mistress of the Library and her subordinates are responsible for ensuring that students have access to the materials they need. This includes circulation of materials, interlibrary loan services, and providing access to digital resources.
  • Reference and research assistance: The Mistress of the Library and her subordinates are responsible for providing reference and research assistance to students and staff. This includes helping students to locate and use materials, as well as providing instruction in research methods and the use of library resources.
  • Technical services: The Mistress of the Library and her subordinates are also responsible for the technical services of the library, such as cataloging and classification of materials, as well as maintaining and updating the library's online catalog and database.

The Mistress of the Library works closely with other members of the Institute's staff, including the Masters of Discipline, Punishments, and Studies, as well as the Matron of the Wards, to ensure that students are receiving the education and development they need to become responsible and effective leaders in the community. The Mistress of the Library and her subordinates are dedicated to providing students with the information and resources they need to succeed in the Institute and beyond.

Recruitment

Eligible students, graduates of the gymnasia and finishing schools of the Union-State, are purchased into service at annual auctions undertaken within the bailiwicks. Desirable attributes include a positive response to conditioned social harmonisation, one or preferably both parents with an unblemished record of membership in the regional or national sector parties of the N&H, and excellent or satisfactory intellectual and physical characteristics as identified through standardised testing.

Curriculum

From ages fifteen to eighteen, students are required to take a variety of courses that are designed to prepare them for leadership positions in the Humanist Movement.

The curriculum at a Humanist Institute is divided into several main areas of study:

  • Classical Studies: Students are required to take courses in classical literature, history, and philosophy. These courses are designed to provide students with a deep understanding of the cultural and intellectual foundations of the Benacian Union, and to help students develop critical thinking and analytical skills
  • The Common Tongue: Students are required to take courses in the Common Tongue which is the official language of the Benacian Union. These courses are designed to provide students with the language skills they need to communicate effectively with others, both in the Institute and in the wider community
  • Engineering: Students are required to take courses in engineering and related subjects. These courses are designed to provide students with the technical skills they need to succeed in leadership positions in the Benacian Union, and to help students develop problem-solving and analytical skills
  • Humanities: Students are required to take courses in the humanities, including courses in art, music, and drama. These courses are designed to provide students with an appreciation of the arts and to help students develop creativity and self-expression
  • Languages: Students are required to take courses in a variety of languages. These courses are designed to provide students with the language skills they need to communicate effectively with others in the wider community, and to help students develop cultural awareness and understanding.
  • Mathematics and Sciences: Students are required to take courses in mathematics and sciences. These courses are designed to provide students with the scientific and mathematical skills they need to succeed in leadership positions in the Benacian Union, and to help students develop problem-solving and analytical skills

The curriculum at a Humanist Institute also includes a variety of extracurricular activities, such as sports and clubs, which are designed to provide students with the opportunity to develop leadership skills, teamwork, and other important life skills. Additionally, students are required to participate in a variety of physical training and military drills as part of the Humanist Vanguard group.

Ainaive

Ainaive is an advanced form of mental training that is currently offered as part of the curriculum at Humanist Institutes within the Benacian Union. This program combines physical and psychological components to enhance the overall well-being and development of students. The curriculum includes breath exercises, meditation, posture adjustment, and galvanic skin response to tap into the unconscious mind and measure progress.

As part of the Ainaive programme, students receive nutritional supplementation to encourage the brain to enter an uncritically relaxed, happy state and undertake muscle exercises to locate and eliminate tension. Students also participate in advanced portions of the Ainaive program where they take psychoactive drugs under the guidance of their ward tutors, supervised by the institute's behavioural therapist. Dosages are administered not to achieve a permanent chemically-altered state of mind, but rather to provide changes and insights that remain after the effects have worn off.

The ultimate goal of the Ainaive program is to help students develop a deeper understanding of the Humanist philosophy, and to be able to apply this understanding in their everyday lives. Students are evaluated on their progress throughout the program, with a focus on calmness, contentment, problem-solving abilities, and acceptance of Humanist societal and political messaging from the political education officer with equanimity and acceptance.

The Ainaive program is a unique and integral part of the curriculum at Humanist Institutes, aimed at fostering the holistic development of students, and preparing them to be accepting of Humanist Cosmology, a steadfast defender of the Human Supremacy, who acknowledges the necessity of the Coordinated State for the attainment of a truly just Harmonious Society.

Dormitory life

Dormitory life at a Humanist Institute is an integral aspect of the education and development of students. From the age of fifteen to eighteen, students reside in gender-segregated dormitory wards, where they are expected to adhere to strict rules and regulations to ensure that they are able to learn and grow in a safe and supportive environment.

The dormitory wards are supervised by a Governess of the Dormitory Wards who is responsible for enforcing rules and regulations, monitoring student behavior, and providing support and guidance to students. Students are expected to maintain a high standard of cleanliness and order in their rooms and common areas, and to adhere to strict curfews and lights out hours. Additionally, students are expected to respect the privacy and property of their fellow students and to refrain from any behavior that may be disruptive or harmful to others.

In addition to ensuring that students are able to learn and grow in a safe and supportive environment, dormitory life at a Humanist Institute also provides students with an opportunity to develop important life skills. Living in a dormitory ward requires students to learn to work collaboratively with their peers, to communicate effectively with others, and to manage their time and resources effectively. These skills are essential for success not only in the Institute, but also in the wider community and in the workplace.

The dormitory wards also provide students with access to a range of facilities and resources, including a library, computer laboratory, and a variety of recreational and athletic facilities. The Matron of the Wards, along with her subordinates, ensures that students are receiving the necessary support and resources to succeed in the Institute and beyond. The Matron of the Wards also oversees the Physician of the Medical Ward, Apothecary, and Nurse to ensure that students are receiving proper medical care and are able to maintain their physical and mental health.

Uniforms

Staff

The uniform policy for staff at a Humanist Institute is an important aspect of the Institute's culture and is designed to promote a sense of unity and professionalism among staff members. The uniform policy is intended to create a cohesive, professional image for the Institute, as well as to promote a sense of pride and respect among staff members.

The uniform for staff at a Humanist Institute consists of a black tunic and khaki trousers for men and a pleated full-length khaki skirt for women. The tunic and trousers are tailored to fit each staff member and are designed to be comfortable and durable. The tunic features the Institute's crest on the left chest, and the trousers and skirts are designed to be worn with black dress shoes.

The uniform policy is intended to create a cohesive, professional image for the Institute, as well as to promote a sense of pride and respect among staff members. The uniform policy is also designed to ensure that all staff members are dressed in a way that is appropriate for their role at the Institute. The uniform policy is also intended to ensure that all staff members are dressed in a way that is appropriate for the Institute's culture and values.

The uniform policy is also intended to ensure that all staff members are dressed in a way that is appropriate for their role at the Institute. The uniform policy is also intended to ensure that all staff members are dressed in a way that is appropriate for the Institute's culture and values. The Institute's dress code is a reflection of the values and culture of the Institute and is designed to promote a sense of unity and professionalism among staff members. The uniform policy is a symbol of the Institute's commitment to excellence and is intended to inspire pride and respect among staff members.

Students

A student from the Humanist Institute established in Capitolia, Florencia. In common with many formerly restive territories incorporated into the Harmonious Society of the Union-State, the institute in Capitolia recruits predominantly from the families of the BUDF garrison and the civil administration of the island.

The uniform policy for students at a Humanist Institute is an important aspect of the Institute's culture and is designed to promote a sense of unity and discipline among students. The uniform policy is intended to create a cohesive, professional image for the Institute, as well as to promote a sense of pride and respect among students.

The uniform for male students at a Humanist Institute consists of a white shirt with khaki trousers. The shirt is tailored to fit each student and is designed to be comfortable and durable. The trousers are also tailored to fit and are designed to be worn with black dress shoes. The uniform for female students consists of a white blouse and pleated full-length khaki skirts. The blouse is tailored to fit each student and is designed to be comfortable and durable. The skirts are also tailored to fit and are designed to be worn with black dress shoes.

The uniform policy is intended to create a cohesive, professional image for the Institute, as well as to promote a sense of pride and respect among students. The uniform policy is also designed to ensure that all students are dressed in a way that is appropriate for their role as students at the Institute. The uniform policy is also intended to ensure that all students are dressed in a way that is appropriate for the Institute's culture and values.

The uniform policy is also intended to promote discipline and self-respect among students. Wearing a uniform requires students to adhere to certain standards of appearance and grooming, which can be a positive influence on students' behaviour and attitudes. The uniform policy also promotes a sense of equality among students, as everyone is required to wear the same uniform, regardless of their social or economic background.

Gym uniforms

The gym uniform policy for staff and students at a Humanist Institute is an important aspect of the Institute's culture and is designed to promote a sense of unity and discipline during physical exercise. The gym uniform policy is intended to create a cohesive, professional image for the Institute, as well as to promote a sense of pride and respect among staff and students.

The gym uniform for male staff members consists of a black t-shirt with the Institute's crest on the left chest, paired with black athletic shorts. The t-shirt is designed to be comfortable and breathable, allowing for ease of movement during physical activity. The shorts are also designed to be comfortable and allow for a full range of motion. Male students wear a white t-shirt with black athletic shorts.

The gym uniform for female staff members consists of a black tank top with the Institute's crest on the left chest, paired with black athletic leggings. The tank top is designed to be comfortable and breathable, allowing for ease of movement during physical activity. The leggings are also designed to be comfortable and allow for a full range of motion. Female students wear a white tank top with black athletic leggings.

The gym uniform policy is intended to create a cohesive, professional image for the Institute, as well as to promote a sense of pride and respect among staff and students. The gym uniform policy is also designed to ensure that all staff and students are dressed in a way that is appropriate for physical exercise. The gym uniform policy is also intended to ensure that all staff and students are dressed in a way that is appropriate for the Institute's culture and values.

The gym uniform policy is also intended to promote discipline and self-respect among staff and students. Wearing a gym uniform requires individuals to adhere to certain standards of appearance and grooming, which can be a positive influence on behavior and attitudes during physical activity. The gym uniform policy also promotes a sense of equality among staff and students, as everyone is required to wear the same uniform, regardless of their role or status at the Institute.

Support services

See also

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