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Brochure on St. Ternyan's Academy; Draft 1
Topic Started: Aug 8 2014, 02:25 PM (104 Views)
Warr
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A Premier on St. Ternyan's Academy


Foundation
Project Fragarach, as an international organization that functions largely as the 'unified military arm' of the Council of Remus and its component member nations, states, villages, and tribes has a number of sub-organizations or organizational arms which deal with specific things but are ultimately are headed up by, and answer to, Project Fragarach members and the leadership of Project Fragarach; with occasional non-Fragarachai advisers that are simply affiliated with the Council of Remus; or representatives of individual members of that Council.

Given the 'Weird Gap' (As some in the know in the Reman Council nations have called the post-Amurgos War/Post-Great Therian War disparity between Reman Werebeast and other ParaHuman species within the Reman Countries and the population of the Tianese Werebeast and other ParaHuman species), that existed following the end of the 'Great Therian War', it became apparent that if the Council of Remus was to defeat the Tianese and keep themselves and the entire world from being occupied under the roughshod boot of the Emerald Hedgemony, they would have to rectify the gap.

Obviously the first step would have been at the time promoting ParaHuman marriages wherein the ParaHumans both shared genes that could produce a ParaHuman; which they did, but there were other steps which were brought forth. Even with the surviving population of werebeasts in the West, and even with massive incentives for families to have five children or more, it would take generations to rebuild the ParaHuman population of the Reman States to their former numbers, and that was if the Tianese didn't strike out before they could do that.

For one, after seeing that the Northern Empire of the 'Four Celestial States of Yanuto' (as they had been historically called), shattered following the Great Therian War and the Tianese attack on that Empire throughout that time, the Remans approached both the still functioning 'Eastern Celestial State of Yanuto', or as it was called by most, 'Uhon' or 'Uhokoku', and brokered an alliance that ended after a few years in the Uhonese Empire and its vassal states formally acquiescing into joining the Council of Remus as member states; to the North and the South of Tiangai, similar movements were made with the remnants of the Northern Celestial States, and the Southern Celestial States, but only the Hindi dominated Southern Empire of ______ was keen on a similar agreement with the Council of Remus as Uhon had been; and their agreement lasted only until the succession crisis of 1971, wherein _______ fragmented into dozens of competing states after the massacre of the Royal Family (and also the Southern Hedgemon's Immediate family and the majority of the upper hierarchy, as it was true in the south as it was in the 4 other Celestial States, the 'Human' Imperial-Royal family was related rather closely to the leaders of their Werebeast Vassals and Werebeast Military), with some joining the Reman Council as formal members, some trying to battle to reclaim the dominance of the former Empire, and some becoming officially or more often unofficially, Tianese Sphere.

For two, it unified citizenship among the Council of Remus states in a more official way, allowing for Reman Citizens (as all citizens of the 'ParaHuman' states/tribes/villages/territories of the Reman Council Nations were considered to be, along with their own citizenship in their home country) to move and settle more freely in the lands of the Council of Remus. It did this both to increase incentives for second, third, fourth, or fifth ParaHuman sons or daughters in isolated territories in the Council of Remus to be able to find a good life and a mate; and perhaps more importantly, to wipe away a lot of the pre-Great Therian War rivalries from its member states. It was believed by allowing freer movements of Reman Citizens throughout the Nation-States which were apart of the Council, a freer exchange of ideas, culture, and idioms would happen and as such the Council would be more unified and happy in its struggle against Tiangai, rather than worrying about how it looks to the Amberishmen that the Lyrans are getting the better deal from the Council, and to the Lyrans it looks like the Fireseans and the Amberishmen and the Bordelonnaise and the Gardics are getting the better deal from the Council, and so on and so forth.

For three, to create a more equitable balance of genes and allow those ParaHumans who wanted to have children but did not necessarily want to be forced into a marriage and lifelong partnership with someone they might not even know or like, but who had genetic compatibilities with them; Project Fragarach's first primary goals were to research heavily into Genetic Research, even more seriously than before, and develop ways for single parents to have children that were ideally not simply 'clones' of their parents but had plenty of their genes so they could be a ParaHuman too; and secondarily find ways to create entirely new genetic sequences to allow those with weaker genes or who refused to marry another ParaHuman simply because their genes matched, to still have overwhelmingly ParaHuman children. Of course, no one even blinked an eye when it was pointed out the same technologies could be used to allow Reman couples who were same-sex to have families or children of their own, because despite their initial shock from both religious and moral tones, they had fought alongside those same types in the Great War and other conflicts, and they viewed it as simply this: “At least they'll raise them to be proper Reman kids, still better than a Tianese.”

And finally, with the new member states and the fact that their population (and thus military might) would be bolstered via a 'Baby Boom', throughout the Western World; it became quickly apparent that a number of ParaHuman only schools would need to be established. Ones which unlike the Homo sapiens occult focused schools, would be open to students of all Paranormal sub-species of humans which were also Reman Citizens or Citizens of Reman member-states, and which be used as a back up for the goal of creating a more 'unified Reman culture'; and fostering friendships. Of course, after giving up in other spheres of argument, the sword-armers* of the Reman Member-states insisted the schools have strict discipline and also be functionally both Academies to learn and learn to control one's powers; and schools where the children would be taught to be soldiers. As much as it initially abhorred them, it took a lot less time to raise and train a ten or thirteen year old how to be a soldier than it would to wait until they were 20 or 21, and not even the Tianese would be initially prepared for the idea that the Remans would train and school their children so thoroughly in warfare to deter the Tianese and to actively act against the Tianese in their game of shadowcraft across the world. Like the genetic engineering portions of the initial project; this final instance also fell under the purview of Project Fragarach.

While the Project chartered and ran all of the schools which were established in such a manner by the Council and the Project, it did so without letting the average bystander realize it. Through a number of shell companies, especially the 'Monteciervan-Uhonese International Educational Corporation', it bought the lands (where it was needed to buy them) and built up the Academies, including any secret facilities that were actually apart of the Academies; and it established the schools with formal recognition from the local non-parahuman Nation-State Governments. Initially, the schools that were established numbered 4; with St. Ternyan's Academy established in the (then fledgling) Capital of the Firesea Union, Firesea City, it established the Academy meant to service the majority of the ParaHuman students who were under the purvey of the Project.

The other schools were established at the same time as Saint Ternyan's Academy was, but none were as big, as extensively built up, or as well-populated as the Firesean Academy was; which by its innate placement was supposed to service Reman nations in Lyra, Hyboras, Vespera, Andaluz, and Tehocali primarily; and because of the fact that it was a 'neutral' enough nation that could get away with using any teaching method or schooling style it chose. Which ended up being a hybrid of the general Hyboran Schooling Method, the Lyran Schooling Method, and the Uhonese Schooling mythod, with the former and the latter being the primary influences and most heavily pressed, rather than inflame eons old rivalries between the different 'Old Reman' cultures.

In its initial class of 1976, the system and the placement of so many ParaHuman kids from so many different nations, bucked wildly. They had never been raised to think of themselves as anything but their home culture and species, so it was to be expected, and only those who started in the kindergarden class in that year actually continued up through the grades to the point they graduated; with the others ending up going to their home countries for schooling or seeking schools which had only 'their' kind within them.

It wasn't until the first generation of true 'Reman' and 'Fragarachai' raised children (in the mid-1980s) that there was no problems and the system proved itself, bringing a class numbering in upwards of 600 students to graduation (from the St. Ternyan's Campus alone); and entering the service of Project Fragarach, the Council of Remus, or some civilian profession while being in reserve; that the system was seen to be a total success. Given that it had been nearly 25 years from the initial classes, this was certainly enough time to hammer out their practices, policies, and other actions more easily; that the St. Ternyan's Academy System seemed to be around to stay.

Educational Systems

As was said previously, the Project Fragarach established academies all follow a hybrid of Uhonese, Hyboran, and Lyran educational policies and attitudes, with some local deviation accounted for in any of the system's schools which are not St. Ternyan's itself.

Despite the fact that Uhonese schooling systems initially took many pages from Lyran, Amberish, and Gardic school systems; it has formed into something alien and familiar enough that regional attitudes largely didn't appear after it became clear the Council had chosen to make it alien for most everyone just to make no one feel others were getting 'favoritism'.

Educational Grades/'Years' Systems

The system includes preschools and other things to teach children of the various ParaHumans who live nearby or who wish for their children to get a 'head start' on the St. Ternyan's Experience; which are together with Kindergarden meant to teach a student the fundamentals before they enter 'First Grade. It should be pointed out that while most of the preschool is just an trumped up daycare and pre-kindergarden program (though with considerably more PE possibilities for children than they might have in other preschools, given the group that attends the preschool(s).), it does try to teach them the fundamentals of numbers, Reman Letters, Amberic, and in many cases the very beginnings of foreign language, to both help the kids who are from regions which do not speak Amberic often enough for them to have a fluency, and to help the other children get an inkling and hunger to learn new language.

Despite being called [along with Kindergarden or Pre-Kindergarden or Preschool] Grade 0 (or Year 0 by those who wish to be ironic or stick to Amberic grade numbering, or both... given the fact a child might very possibly be attending it for 3 to 4 years if they enter it at two years old), it is not a time of formal grading and is a time to teach children social skills, begin their cognitive processes, encourage them to make friends, and most importantly to help make them like to be at school and like to learn, so that they can excel in their later studies.

The Preschool facilities are always in a separate school building adjacent from the main grounds (especially in the case of St. Ternyan's Preschool itself), and often mimic in design and size its upper-grade counterparts. Additionally, it should be noted that while the preschools do have a number of full time adult teachers (both mundane humans in the know and ParaHumans), a number of its classes and lessons are actually taught by those in Grades 5 and up as visiting 'assistant teachers' or 'tutors'.

The Kindergarten facilities at St. Ternyan's are apart of the school proper, within its gates and sharing grounds and play-facilities with the lower Grades; but are a separate wing and building. Just as is true with the preschoolers, a number of its lessons are actually taught by those in grades 6 and up.

The Lower Grades, (or as some in the Hyboran system might call it, the 'Elementary' grades) are clustered together in one building which shares grounds and play-facilities with the Kindergarteners on the one end, and on the other end grounds, play-facilities, and more prominently, sports courts, with the Upper Grades. The Lower Grades themselves consist of the Grades 1 through 6, and each grade has its classrooms clustered in one wing of their building. The classes themselves are far from the mundane counterparts, with classes beginning at 6AM and ending at 3PM, and featuring a number of physical and mental lessons which are comparable to that of a school aimed at making kids learn multiple languages and maths; as well as those sports academies that seem prevalent in Uhokoku and Tiangai.

The higher the Lower Grades get in Grade Year, the closer their wing is to the Upper Grades, and the Students from Grades 7 up are often assigned to be mentors, teach lessons as 'assistant teachers', or 'tutor' the younger children in these grades; though these assignments rotate and are often voluntary with a child who excels being allowed to help others rather than sitting there staring at walls while lessons they've already covered are being taught to their peers. Also, it should be noted that various sports teams and extracurricular clubs in the Academy allow students from Grade 5 on up to join them, and part of the expectation of any student who joins such a team or club 'early', is to excel enough that they can go help teach lessons and tutor other children in the Preschool, Kindergarten, and lower grades are.

Finally, you have the Upper Grades, which follow a more or less 'High School' approach to things and which cut out the necessity of middle school, both to stop the idea of hazing (which is never a good thing when a kid sufficiently angry can turn into a marauding beast that could hurt many people and endanger the school's 'secret'); and to lessen the waste of time that would otherwise occur in Grade 7 and Grade 9 adjusting to a 'new curriculum and schedule style', given unlike the rather sedentary Grades 1 through 6 (sedentary in the fact that they stay in the same classroom), students in the upper grades migrate from class to class and sometimes have periods devoted entirely to non-scholastic educational subjects, or aforementioned lower grade assistance periods, and have only a few classes with the majority of the same students in every class.

It should be noted that the upper grades especially have 'exchange' students, or 'ambassadorial students' who come from the other Academies administered by Project Fragarach; and like many of the students who attend the Academy from Grades 0 on up to 12th and who's families did not relocate with them, they live within the school's dormitories and apartment buildings, and like all the students they can visit the facilities that are technically administered as defacto parts of the local Academy system, even if they are not dejure apart of it.

Students in the Upper Grades have a vast variety of subjects and classes to take outside of their core classes, and in addition to the in-school extracurricular activities, they are allowed to participate in a number of clubs which exist and which give them credit for taking the equivalent class if they just couldn't fit it in to their schedule.

“Grade 0” Preschool and Kindergarten- Part Daycare Part School, this teaches children the fundamentals of academics such as letters, alphabet, basic cognitive skills and basic social skills.

“Grade 1-6” Lower Grades- The equivalent of most what many Hyboran (and thus North American) nations would call 'Elementary' school, this furthers the basics that were taught in Preschool and Kindergarten, but also begins teaching students advanced studies and from the Grade 3 on up, Children are allowed 'elective' classes wherein they leave their primary classes for classrooms and lessons outside of their normal study group. These electives range from further foreign language studies, from the equivalents of ROTC, to sports, to martial arts, and to from the Grade 4 onwards, to varied weapons use, computers, advanced magical studies, and to at Grade 5, the possible being an 'assistant teacher' or teacher's aide, in younger children's classes. Typically, the electives grow in the percentage of the school they take as a child progresses in grades, with more elective periods existing as children become older. Despite this, the primary (homeroom) classes of the Grades 1-6 are identified by the classes' year first, and letter identification second. So Tommy O'Connell, Fifth Year in Professor Rembrandt's class would be identified as 'Tommy from Class 5-C' or 'Tommy O'Connell from Class 5-C', to lessen confusion when teachers have the same surnames, and also to help build a sense of camaraderie between classmates; and rivalry with other classes, which serves them well as children go on in Grade Year.

“Grade 7-12” Upper Grade- This group is the most varied in its activities and its membership, largely, because no matter how much the personnel of Project Fragarach like it or not... many ParaHuman children are not noticed until they are in their early teens, either because their genes didn't surface and their family had no noticeable parahuman heritage or had over the last few generations produced nothing but 'mundane' humans; or because they simply are from groups and places which don't have the same level of screening and governance as others. This is especially true in places such as the southern Azawakthan regions, the nation-states of Kandara, and the nations of Shayamira and Calistrasa; given the lack of governance largely prevalent and the open hostility to Reman agents and the Council as a whole in other places.

It is also the most large and varied because Upper Grade go out of their way (and are encouraged to) to find other ParaHumans and see about bringing them into the field. Not simply because there's some lack of friendliness from Upper Grade students or the like, but rather because the half-dozen year hammered in sense of competition among the ParaHuman children is all the more hammered in in the Upper Grades. Students from Grade 7 onward are advised to (and required to, in a manner of speaking) join a class group of friends and like-minded people, in a grouping which some call a 'Team', or more-often given the heavy Therianthrope influences throughout the Project, (and the fact that these teams often continue past graduation and form the basic unit of Project Fragarach military force), a 'Pack'.

These Packs/Teams are both identified by the chosen name of their Pack, and by their class number; which is more fluid in the upper grades (given many teams/packs feature children from multiple grades who just happen to be friends or who are like-minded, or who just got lumped together as a team by staff because the unspoken requirement to form a Team/Pack), and typically is a number from 1 to 2000, with each Pack/Team getting its own number and most either chosen by staff, or referencing the year and grade of the core members, such as Team 8-16 being formed by a core of Grade 8 students who are from Class 8-P.

The students in the Upper Grades have rotating schedules, which give them 2 sets of classes twice a week, and a much smaller set of classes on Friday; and which are typically half-filled with electives and half-filled with core studies. Mathematics, Social Studies (which is more than just a fancy word for History in Danu, it's Geography, History, Law/Politics, Foreign Literature, hell even the foreign language classes fall under the Social Studies Banner, and most students have 2 to 3 Social Studies Core Classes as a result), Science, Amberic Composition/Literature, and finally, Physical Education (which is varied but typically means rather lumped in classes, kids who focus on one sport don't get to get out of PE in St. Ternyan's Academy, they instead have to participate in their sport as a part of a club. Also, Physical Education includes all classes that would be considered 'Health', and is a core subject that typically only has 2 to 4 deviations, and often has children from 2 to 3 Grade Years all in one group).

Electives are far too numerous to count, including almost every prevalent foreign language spoken in Danu (and typically it is an elective for those who don't have to take it in Social Studies), Military Games, Numerous Training Clubs, Martial Arts Classes, Arts Classes (You really should have seen the all Weregator and Werecroc production of MacBeth. It was utterly beautiful), Infiltration Studies, Piloting/Vehicle Training, Religious Studies, Mystical Studies of all Sorts and Orders, Engineering, and of course Cooking, which only fell out of the Core Classes section and into the Electives section after sufficient grumbling from those who felt that the cooking Classes should be better separated between the ParaHuman groups, because a Werebeast does not have the same cooking concerns as an Occult does, and an neither have the same concerns as the far and few between Vampiric students at the school.

It should also be noted that the electives are typically even more rotating than normal classes, in that they rotate with children picking up new electives every half-semester, be it a continuation class of their previous elective or an entirely new skill. It should also be noted that despite some lobbying by certain Occults, the Mystic Studies classes are open to any student who wishes to enter them, given the natural ability for some mystic arts that certain species of werebeasts or vampires have, and given the fact that some even outside of those species are rumored to have some rudimentary mystical skill. Infact, common legend around campus speaks of a Grade 7 or Grade 8 Werehound boy having been the one who Artificed up an entire legion of 'LEGO Golems' which help with the janitorial and grounds-keeping duties both at the Academy and the Firesean Institution of the EJGM Community Center.

Sister Schools/Institutions

As was said before, a number of schools were founded at the beginning of the 'St. Ternyan's Initiative (under the Aegis of 'The Monteciervan-Uhonese International Educational Corporation') by Project Fragarach and the Council of Remus. Of the original 4 schools which existed, only 3 remain. The four original schools were:


St. Ternyan's Academy- Obstinately named for the Missionary who brought Christianity to Uhokoku and Eludecia, and who broke free from the 'Silk Curtain of Exploration' set forth by Marco Polo's expedition into Tiangai; this is the school that is the flagship of the entire system. Most people assume that the name St. Ternyan's was chose simply because of its connections to Uhokoku, Eludecia, and even early Monteciervo itself, but those folks don't realize that over the course of his travels Saint Ternyan did many a great thing, and he is both the national saint of many nations, AND the Patron Saint of Werebeast and Occult Unity. This Academy needs little more information spilled about it, this entire brochure has spoken plenty on it; but it is and has been said that Firesea City, Firesea Union, was chosen as a 'middling point' for students throughout Vespera, Hyboras, AnLyra, Andaluz, and Tehocali, and more so as a growing and emerging nation, a heavy target of pro-Uhonese sentiment stirring as it could prove to be a great ally or enemy for the People of the Eastern Dragon.

Umikaze High- This School is undoubtedly the most Uhonese of all the Schools founded under the initiative, and not simply because it is IN Uhokoku and primarily staffed and student-ed by Uhonese children. It is set in a rather rustic, scenic, and beautiful coastal and forested area of Uhokoku, (an area which legend has it was the first anchorage point of the crew of St. Ternyan's Ship, the Clarent) with a village turned small town attending to its needs and its students and staff's wants and whimsies, and is mostly hidden in plain-sight. It has extensive grounds and communications systems, and offers many electives that St. Ternyan's does not; but more than that, hosts a sizable number of transfer students from St. Ternyan's and the other schools in the system, both as a tool of diversifying and making the bonds of the Council of Remus states and the Uhonese Imperial aligned states, and as a way to allow students to learn skills they could not otherwise, especially immersion into Yanutan culture, which was and is useful in the ongoing Cold War between the Council of Remus and the Emerald Hedgemony.

St. Claudius' Academy- This school is on the border of Rygard and Viazyma, located in a small former barony run by a Great Therian War era Reman-sympathizing Werewolf family. Despite the fact that St. Claudius' Academy is in a mountainous and mountain valley barony-nation technically neither part of Viazyma or Rygard (being a traitor the the Amurgan Compact has its perks, especially for Claudsgard) and the immense amount of funding and security provided by the Council of Remus, Project Fragarach, and the Council of Reman nations have poured into modernizing Claudsgard and invigorating its economy; this school is decidedly un-Reman in many of its attitudes and rather insular and xenophobic at that; caused from the fact it still gets plenty of Rygarder and Viazyman media into its borders, from the fact that perhaps a little too much cosmopolitianism and students from far-flung Reman Nations were sent to the primarily (at least originally) Gardic speaking nation to study, and from the fact that in later years it was seen as the 'entry point' into the system for most Viazyman, Rygardic, and Angardic Werebeast and Occult Students. As such, it is rather tense and seems to most far like a 'Rival' to the other schools and less like a sibling.

St. Alfonso Xavier Alexander's School for the Gifted- Once the premier Reman school for Azawakthan ParaHumans, based in previously gorgeous, well-developed, well-governed, and great economized, Nuria; this school was the primary school for those from western Vespera, Eludecia, Southern Yanuto, Azawaktha, Eastern Tehocali, and Kayahtna; all. Named for the Tizonian Conquistador-Priest who just happened to have helped bring Christianity to much of Tehocali and southern (and eastern) Azawaktha; (the same Tizonian Conquistador-Priest who just happened to also be a Werelion of such stature that many native Werelion, Wereleopard, and Werehyena tribes bent the knee to him as their superior after first seeing him in battle) this school used to have beautiful grounds and be viewed as a Council of Remus funded resort for most possible transfer students as much as a school.

It was a crown jewel from the crown jewel of Azawaktha, and it soon was stolen and cracked. When Nuria fell to the numerous warlords and brigands which now rule the region, St. Alfonso Xavier Alexander's School for the Gifted was one of the last remaining bastions of stability, and its students and faculty who were not evacuated by Reman forces (because they refused, being Nurians themselves), fought many of the would be warlords for nearly a decade.
Those same students and faculty razed the school to the ground and destroyed all of its state of the art facilities rather than let some warlord use its genetics labs as breeding factories for more werebeasts and unfortunately while some destroyed the facilities during their final retreat and surrendering of the grounds, some left the fold of the Council of Remus entirely (either genuinely or as a matter of policy and espionage remains deeply debated to this day), and went on to become some of the greatest or most feared of the Nurian Warlord Cliques; and it is not uncommon even in this day in age for a would be warlord or a warlord's son, to be named 'Alfonso Xavier Alexander ____Patronym goes here___', as a sign of respect to the ancient conquistador, and as a sign of respect to the school itself.


Since the fall of the Nurian Academy, no replacement has been built within Azakwatha as a whole, with the students that were previously serviced in those regions no serviced elsewhere.

There are other schools, of course, as the number went from four to three to thirteen, but many are either too small, too classified, or too national-centric to be accounted for; and at least two of the thirteen are viewed as 'copies' of the St. Ternyan's model, but used as sources of national power (we're looking at you, Shayamira. There's a reason that Academy of your's 'accidentally' burnt down.)
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