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This page is intended to encourage the spontaneous flowering of conference calls...
If you need some phone contacts, call 954 646 8246 and I will give you the phone numbers below.   Call someone and start talking about what procedures make sense.  The JC Society aims to compile a list of procedures that promote positive changes in teenagers.   

As John Vornle has noted:


If you have suggestions, please contact me.  If you would like to host conference calls, please publicize them on facebook and send the details so we can publicize your calls here.

If there is a particularly interesting story, please audio record it or post a recording on youtube with the permission of the speakers, so that we can eventually transcribe it and include it in the growing list of stories.

PLEASE Visit the growing list of stories at JOHNCORLETTE.com 
PLEASE CLICK:

When any two alumni meet, a story might emerge.  Take notes, share the story with others, we are each guardians and stewards of "good schooling."   There are many schools that could use some positive suggestions.   


The aims of the JC Society:

Aims
(1)  JCS aims to record the memories of people who knew John Corlette.  The purpose is to capture the spirit of his vision (because JC did not write widely about his methods) and share the materials with everyone on the planet.

(2)  JCS aims to make copies of its recordings and seek copies of papers (where appropriate) and of past meetings that highlight the spirit of JC's vision.  Distribution can be privately, person to person, or by posting information on this website.

(3)  JCS is a forum where people can discuss and advocate for JC's principles of education.


4.  Not to deify JC.


See more at JohnCorlette.com



The JC Society is trying to build on past success.   

A.  New CDs 
Please send me your postal address so I can send you the latest audio CDs.   YOU CAN ALSO download the "JC Speech" or read it at www.JohnCorlette.com    https://sites.google.com/site/johncorlette/Home/meditations/writings    

B.  Conference calls in September
There will be  conference calls  at noon NY time, 5 pm UK    6 pm Switz.    8pm Abu Dhabi   9 am in Los Angeles

SOMETIMES at the request of Europeans, they want to start at 5 pm in Switz.

We aim to bring together teachers and alumni from LA on these conference calls (it's rather early on Sunday morning!).

Future dates
SAT and Sunday    (we hope to feature a person during these phone calls...   for example, Tony Hyde is not available in Sept or in Late October, but he will probably be available Oct 1 at 5 pm Swiss time.)  

17 Sept (featuring Steve Groves and Clive Hartwell)

18 Sept  noon NY time     (featuring Kumait and Ali Egal from 1970s if he is available)

24  (Clive Hartwell) and 25 Sept  noon  NY Time             (Nick Saint might make it to one of these calls)
     
 1 and 2   october     (Featuring Tony Hyde, we hope)        SPECIAL TIME 5 pm Europe...       

 8 and 9 October      NEW TIME  8 am LA,  11 am NY,   5 pm Europe,  2000 hours Abu Dhabi    2300 Hong Kong       

If you have Skype, let me know, 

we can call your phone number.  Just send us the best phone number to reach you and we'll connect each other.   We hope to have a nice mix of people -- whoever is available.


Steve Conger

954 646 8246  mobile

skype  steveenglishteacher


2314 Desota Drive
Fort Lauderdale FL  33301


TIME CHOICES for the planned conference calls... 
9 am   LA
noon  NY

5 pm  UK    1700 hours
6 pm   CH        1800 hours

8 pm    Mideast (Abu Dhabi)     2000 hours

midnight    HONG KONG   2400 hours

NOTE to the "after midnight crowd":  THIS CALLING TIME is not well scheduled for people in Eastern Asia and Australia NZ -- please suggest a good time for you to receive calls and we'll have a second calling time around your best time to participate.



IF YOU HAVE A GREAT STORY (Nick Saint does), you can also be one of the focus people.

The idea is to have a focus for the conversation. We're collecting oral history.   Hear past stories at youtube.com/aiglonreunion
www.Youtube.com/myaiglon

Ben Udy was the invited guest and Erik Friedl, Noel Thompson and Steve peppered him with questions about his school in Honduras.

Please feel free to duplicate this effort.  I have some phone numbers (Eliz Watts, Clive Hartwell, etc.) but need more . ...  if you would like to join us, send me an email and I'll add you to the call.   When we hit 9 people, I'll let you know and you can decide to create your own conference call.   If you can, record the call and then post the video with all approval to share the results.   Help build the audio history.
=========

IF THERE IS A MORE CONVENIENT TIME FOR YOU, WE CAN SCHEDULE an additional conference call on these days.   The idea is to invite you to attend as many conference calls as you want to -- we have capacity for up to 9 callers on the line.   

If you would like to have  your phone added to a "private email list" (not to be placed on a website), then send me your permission to put you on the contact list.   

Then you can call or be called by other people in the JC society.

The following people started the JC society and are happy to receive calls

(The phone numbers are available -- ask for the email message that you can receive by contacting  Stevecongeralpina@gmail.com)     Also indicate IF you would like to add your email address to this list...

CONTACT LIST

B U  he's on skype:  cofradiaschool                +504 9635 6910     bu     AT   cofradiaschool.com

G H  at   +1 434 463335 4820                R M   r.merz  AT rogers.com    +1 416 733309 6878

J P V    +1  203 333 856 2358       johnvornle    AT   gmail.com,      

E F +1  818  848333  6273     efriedl    AT    earthlink.net

B A  +1  203   263330 4111     bahman   AT   azarm.net,      

N T      +1 201 913 3331849         <noel   AT  thompsonimportsinc.com>, 

Steve Conger   home   +1 954 463 0310                  mobile:  +1 954 646 8246         <stevecongeralpina@gmail.com>,

you can also contact Steve Groves directly at P.O. Box 1090, Post Falls, Idaho, 83877, 208-262-1934

I have missed some people.   Send me the phone number that you like to use for talking about JC

(The JC Society does not really make decisions or take actions.  Friends of the society act in concert to support the vision of the society.  If you have suggestions about how to better share the vision of JC and the able staff people who influenced us positively, please contact johncorlette@gmail.com)






If you want to join one or more of the conference calls, email me    SteveCongerAlpina@gmail.com   or suggest another time to hold a conference call or if you want to coordinate a conference call ... 

ALSO:   please visit some of these YOUTUBE videos... and websites... 


A tour of a museum in Lebanon 
http://www.youtube.com/watch?v=fp5YiVMEkcM       Musee  Edward Nassar  in Lebanon
Jal-El-Dib, Beyrouth, Liban
Rahul Bushan  Hyderabad


==============  



If you would like to join the JC Society, go to JohnCorlette.com, read the 1973 speech, then email your thoughts to JohnCorlette@gmaill.com


Some videos to look at...



If you hear of other channels, contact JohnCorlette at Gmail dot com  or write to Rocdorsay AT gmail dot com


Protecting the web by Erik Friedl


Kiss the Animals goodbye


Power of Compassion
Presented by the John Corlette Society on Youtube


Patterns of Abuse:  exploding the cycle
Presented by the John Corlette Society on Youtube


Musee Edward Nassar


Aiglon 1971 the first Aiglon Film



https://sites.google.com/site/johncorlette/list-of-videos
see a longer list of videos here:   



The Rule Book part 1

The Rule Book part 2, Rank System
Distinguish between the 20%  ... show the contribution and community spirit to ... reintroduce the concept.

Whitsunday, TS




Have you seen this recording with Iain Barraclough?


a quote from JC's speech


 
We believe that the goal of education is, or should be, the development of the spiritual man, that is of that part of each one of us which, with development and training, is capable of a vision or direct apprehension of the purpose of life, of the true nature of ourselves, of the world in which we live and of such other worlds or states of being as may exist besides.



==============   



http://www.roundsquare.org/index.php?id=344

Perhaps the JC Society can reach out and ask if some of the precepts in JC's speech might be matched with the "seven laws"... of the Round Square... 




The Seven Laws of Salem       IDEALS of Round Square

The need to educate so that people would speak of their convictions

The ideas and intentions which triggered the foundation of Schule Schloss Salem by Kurt Hahn and Prince Max of Baden in 1920 and their first practical experiences flowed into the formulation of the so-called ‘Seven Laws of Salem’ around 1930.

They express the principles of Salem education, and in their different versions in German and English they underpin life and work at Salem and indeed, Round Square, to this day and provide a means for educators to address Hahn's desperate desire to educate so that people would speak of their convictions.

 

First Law  Give the children opportunities for self-discovery

Every girl and boy has a “grande passion”, often hidden and unrealised to the end of life.

The Educator cannot hope and may not try to find it out by psychoanalytical methods. It can and will be revealed by the child coming into close touch with a number of different activities.

When a child has come “into his own”, you will often hear a shout of joy, or be thrilled by some other manifestation of primitive happiness. But these activities must not be added as a superstructure to an exhausting programme of lessons. They will have no chance of absorbing and bringing out the child unless they form a vital part of the day’s work. The wholesome passion once discovered grows to be “the guardian angel” of the years of adolescence, while the undiscovered and unprotected boy rarely maintains his vitality unbroken and undiluted from 11 to 15. We do not hesitate to say: often the spiritual difference in age between a boy of 15 and a boy of 11 is greater than of a man of 50 and a boy of 15.

 

Second Law  Make the children meet with triumph and defeat

Let them learn to “treat these two impostors just the same.” – It is possible to wait on a child’s inclinations and gifts to arrange carefully for an unbroken series of successes. You may make him happy in this way – I do doubt it – but you certainly disqualify him for the battle of life.

Salem believes you ought to discover the child’s weakness as well as his strength. Allow him to engage in enterprises in which he is likely to fail, and do not hush up his failure. Teach him to overcome defeat. “To him that overcometh will I give to eat from the tree of life”. Rev. 2-7.

 

Third Law  Give the children the opportunity of self-effacement in the common cause

Even the youngsters ought to undertake tasks which are of definite importance for the community. Tell them from the start: “You want a crew, not passengers on the thrilling voyage through the New Country School.” Let the responsible boys and girls shoulder duties big enough, when negligently performed, to wreck a state.

 

Fourth Law  Provide periods of silence

Following the great precedent of the Quakers. Unless the present-day generation acquires early habits of quiet and reflection, it will be speedily and prematurely used up by the nerve exhausting and distracting civilization of today.

 

Fifth Law  Train the imagination

You must call it into action, otherwise it become atrophied like a muscle not in use. The power to resist the pressing stimulus of the hour and the moment cannot be acquired in later life; it often depends on the ability to visualize what you plan and hope and fear for the future. Self-indulgence is in many cases due to a lack of vision: “Wer das Ferne nicht bedenkt, dem ist Betrübnis nahe.” (Goethe)

 

Sixth Law  Make games important but not predominant

Athletics do not suffer by being put in their place. In fact you restore the dignity of the usurper by dethroning him.

 

Seventh Law  Free the sons of the wealthy and powerful from the enervating sense of privilege

Decadence is not always an inexorable decree of nature, more often it is a wilful waste of splendid heritage. The “poor” rich girls and boys wholly thrown into each others company are not given a chance of growing into men and women who can overcome.

Let them share the experiences of an enthralling school life with sons and daughters of those who have to struggle for their existence. No school can build up a tradition of self discipline and vigorous but joyous endeavour, unless at least 30% of the children come from homes where life is not only simple but even hard.






=======     ==============================================        ===================            ===============   

hmmmm

First Law  Give the children opportunities for self-discovery

From JC's Speech:   

Paragraph 3. We believe that the goal of education is, or should be, the development of the spiritual man, that is of that part of each one of us which, with development and training, is capable of a vision or direct apprehension of the purpose of life, of the true nature of ourselves, of the world in which we live and of such other worlds or states of being as may exist besides.
 
Paragraph 44. Intimate contact with nature, too, is important, and a realisation of our living relationship with it.  Hence our adventure training programme.
 



Second Law  Make the children meet with triumph and defeat

From JC's Speech:  

Paragraph 29. Another of our basic principles is that we believe that it is the business of those who direct the school, first to set the standards which they believe the students should be aiming at, and state them in no equivocal fashion, and secondly that they should provide a method of grading for each aspect which will enable the student to know what progress the school authorities think he is making.  This grading should, if necessary and where possible, be accompanied by explanations which will help the student to understand his assessment and plan his future progress.
 
Paragraph 30. And so we have our different grading systems concerning the activities which are designed to help in the development of the four aspects of man's nature.  First we set standards
for the students to aim at, then by grading, we let them know how we think they are doing.  The object of grading is not to stimulate Competition with others but to let the student know what progress he is making.
 
Paragraph 31. Hence we have a grading system for studies, academic and artistic and practical, another for sports, games and the adventure training programs or expeditions, and a third for "the whole man."  This last is of course the key one and combines all the others in its assessment.
 
Paragraph 32. It charts the course of the development of the boy or girl as regards his character, sense of responsibility, maturity and general development in relation to the basic standards of conduct and morality which we lay down and which are derived, as far as we are able to understand them, from the  teachings of Jesus Christ and other great teachers.
 



 

Third Law  Give the children the opportunity of self-effacement in the common cause

From the Guide to Conduct

1. Consider the comfort and convenience of other people. This is the hallmark of courtesy.
2. Don't make unnecessary or exaggerated noise. 3. Don't draw attention to yourselves. Never be
loud or vulgar.
4. Show restraint in your dress.
5. See that your clothes are neat and clean and appropriate to the occasion.
6. Don't loiter or lounge about or look sloppy.
7. Always make way for others and defer to anyone older than yourself.
8. Notice if anyone else is in difficulty and, if you think you can be of service, offer quietly to help.
9. Show respect to everyone you meet, regardless of their position, nationality, color or religion.





Fourth Law  Provide periods of silence

From JC's Speech:  

Paragraph 43.... development of the spiritual man lie in such techniques as contemplation, meditation, prayer and the growing insights of psychology and parapsychology.







Fifth Law  Train the imagination

From JC's Speech:  

Paragraph 45. The development of sensitivity to and the practice of art in all its forms provides a very positive channel for the development of the spirit; that is through music, painting, sculpture and all forms of craft -- to all of which of course we attach great importance here.







Sixth Law  Make games important but not predominant

From JC's Speech:  


Paragraph  22. With regard to Sports, games and expeditions.   Because of their value in developing and training different aspects of the character as well as for their value in the development of the body and the maintenance of health, every student is required during the course of the year (unless some medical reason prevents it) to:
 
a) Take part in at least one team game.
 
b) Ski during the winter and take part in ski expeditions.
 
c) Take part in expeditions on foot when snow and climatic conditions permit.
 
d) Follow a course of gymnastics appropriate to his ability.
 
Paragraph   23. These physical activities contribute also to the intellectual, emotional and spiritual development of the student.  Intelligence is required to perform physical activities well. Considerable emotional satisfaction can also be had from them, from the physical pleasure of doing, as well as from the satisfaction derived from successful performance, and from the companionship with and service to others.  All the foregoing plus the contact with nature also make their contribution to the spiritual development of the individual.
 



Seventh Law  Free the sons of the wealthy and powerful from the enervating sense of privilege

From JC's Speech:     

Paragraph 46. Absolutely essential too is a positive and loving relationship with all other people regardless of their origin, background or beliefs, and a positive and loving relationship with everything in the world and in the universe around us.

plus:   There are "house jobs."





Guideline to conduct


Guide to Conduct
1. Consider the comfort and convenience of other people. This is the hallmark of courtesy.
2. Don't make unnecessary or exaggerated noise. 3. Don't draw attention to yourselves. Never be
loud or vulgar.
4. Show restraint in your dress.
5. See that your clothes are neat and clean and appropriate to the occasion.
6. Don't loiter or lounge about or look sloppy.
7. Always make way for others and defer to anyone older than yourself.
8. Notice if anyone else is in difficulty and, if you think you can be of service, offer quietly to help.
9. Show respect to everyone you meet, regardless of their position, nationality, color or religion.




AND
Train the body...


Paragraph 15:   we start from the premise that the body is the temple of the spirit. This can be stated in different ways. It is the house which "we" inhabit during the short span of our life on earth.  It is not "us."  It is an instrument which "we" use to express or manifest the various aspects of truth as "we" perceive them.
 
Paragraph 16. Therefore, the more perfect the body is as an instrument for this purpose, the greater will be its contribution towards the attainment of our goal.  We should therefore learn to care for it, nourish it, and exercise it in a way which will help it to function in the best possible way for this purpose.





AND 

Build respect for all things and a relationship with nature


 
Paragraph 44. Intimate contact with nature, too, is important, and a realisation of our living relationship with it.  Hence our adventure training programme.
 
Paragraph 45. The development of sensitivity to and the practice of art in all its forms provides a very positive channel for the development of the spirit; that is through music, painting, sculpture and all forms of craft -- to all of which of course we attach great importance here.
 
Paragraph 46. Absolutely essential too is a positive and loving relationship with all other people regardless of their origin, background or beliefs, and a positive and loving relationship with everything in the world and in the universe around us.





NOTE FROM JOHN VORNLE
JC, at one stage, seems to have had a falling out/separation from Kurt Hahn.  I think it was less philosophical (with specific reference to the text you quote) than the details of the implementation.  Nevertheless, it is the details of the implementation that made all the difference between an Aiglon and a Schloss Salem.  I think this difference is important to highlight as I still today consider JC's thought original, unique, and non-conformist (rejecting much conventional wisdom of the time).

I remember discussions about practical implementation differences while staying overnight with the Salem boys while on ski races.  They had no lights out ( or it was much later than the ones I was used to, I forgot which it was).

Does anyone else agree?

Regards,  John 

================  


HERE ARE SOME OF THE PROCEDURES that John Vornle has identified...


 IDEALS of Round Square

=======  




Water with every meal.  Brown bread.  Hot porridge for breakfast.

Table service.  Table cleaning.

Room inspection in the morning and the evening.

Mark reading in a public forum.  Grades that included marks for effort and results.

Wednesday house exchanges.

Regular team sports, not only with the best athletes, but you had to work with whoever was assigned to create a team an each team played the other house team competitively.

Packing all your belongings into a trunk and a suitcase at least twice a year.

Decorating a room and setting it up at least twice a year.

Rotating assignments and responsibilities for the daily duties of running a house/home.

Total responsibility for your personal well-being while climbing the mountains and camping.

Non-denominational, non-sectarian, religious Christian practice that also accepted non-reciprocal practicing Catholics, Muslims, and Jews.

Limited study time for homework.

Morning snacks.  Afternoon tea.

Constant roll calls by last name.

Pocket money and fines.

Breaking the rules without actually getting into trouble with the law.

Saturday dances.

Teacher/student counsel sessions reviewing attitude and citizenship of peers.

All effort that develops the mind and the body, the body requiring physical exercise, the mind requiring educational and spiritual nourishment.---practiced in an environment that required community cooperation.

Does this help?

John



======== 


Annual acceptance of a bunch of new students from different countries, cultures, and circumstance.

Acceptance of Girls into a male oriented school.

Did you see that JC did not consider "Catholics" as "Christians."  I always found his twist amusing.

Regards,  John


========


Hi Noel:

I had it easy, as I was first with a short sentence list.

I now remember the music listening restriction.  Yes. Good one.

FYI, I had mentioned the second one with the public mark reading.  You get no credit.  I challenge you now for another one!

I'm adding:

Leadership in the field (i.e on expeditions... thus there was leadership in academics, in the house (house duties), in the school (school monitors), in sports (house teams, sports teams), and in expeditions (always had a team leader).  All "leadership" rolls required different skills and attitudes.

Early wake up.

Lights out (at hours that allowed 8 hours sleep for the younger students...)

Physical punishment (laps)

Academic punishment (pensums)

Permission to drink (senior students, no?)

Annual testing on the school's mission statement.

Weekly letter writing.

Daily dress codes

Out-of-bound areas



Regards,  John


Keep a window open at night

Always, wondered if this rule was intended to be an "all season" rule or only during the warm weather 

Noel


Noel,

Absolutely correct!  I had completely forgotten about that rule, despite having been a lights out prefect for at least two terms.  I now remember how the window latches worked especially well for this objective.

It remains a great habit.

Regards,  John 

=======


From the core guidelines of "delayed gratification" and "planned hardships," we can derive values and procedures:

 

1. What do we value? Learning to appreciate nature. Procedure: Reward the students with points for spending time in nature.

 

2. What do we value? Teenagers who know how to make conversation and see the good in each other. Procedure: Ask teachers to eat with the students, preferably lunch and dinner.

 

3. What do we value? Time spent by teenagers thinking about big issues and important ideas. Procedure: A Thought for the Day. The entire school sits to listen to a short talk, usually given by a teacher, and then the group ponders the words for at least three minutes in silence.

 

4. What do we value? Time spent by teachers and other adults with students outside the classroom. Students can see their teachers following passions away from academics. Procedure: The teacher leads an activity, usually an extracurricular club (chess, fencing, cultural expedition, field trips, weekend trip to another city, hike in nature).  

 

5.  What do we value?   What a gift it would be to see ourselves as others see us.  Procedure:  A system to tell students what we see in them and underscore their moral evolution with awards.  Labels like “standard bearer” and “standard bearer candidate” communicate the level of responsibility that the student has achieved in the school community.

 

If you can find other ways of describing procedures that evolve from the JC vision, contact JohnCorlette@gmail.com.

Questions?   Call +1 954  646 8246


OTHER VIDEOS
This is a great primer on story writing... It's a video...
Kurt Vonnegut explains the shapes of stories
http://kottke.org/11/09/kurt-vonnegut-explains-the-shapes-of-stories




Subpages (1): additional info