Bulletin

We hold the broad view of the possibilities in every human being. - Our perspective is that of the Northern or Christian Renaissance. Renaissance man was not satisfied with narrow specialization. He wanted to know all he could about everything. Early Renaissance man was optimistic about the capacity of the people to absorb truth. Later Humanism has tended to be elitist. Elite systems require a subclass. The maximum realization of human potential requires curricular design that is not inhibited by skepticism regarding the human capacity and the desirability of achieving it. Here are our basic ideas:

The graded system wastes time and human potential and discourages independent thought.
Students should progress as fast and as far as their capabilities allow them and they shouldn't have to do more work than it takes to master and retain the needed knowledge.
Education ought to consist of character, basic skills, permanent mastery-level knowledge of one's culture, livelihood skills, arts, and some specialized knowledge related to individual interests and goals.
Students need to understand the nature of learning. They should be able to consciously analyze the processes necessary for making learning stick in their own minds and in those of others. And they ordinarily profit from some experience in teaching others what they have learned.
Learning should build around a good framework of the world's most important knowledge. That framework will automatically fill up with interesting details if a child or adult knows how to read and learns to be excited about learning. That framework has to be mastered.
The left and the right brain should have equal attention in the educational process. That is, learning should not all be done through words--vision, taction, kinaesthesis and experience in motor function are needed to form a foundation of reality underlying and giving meaning to verbal instruction.

Content Of Divisions

The BASICS UNIT corresponds roughly to elementary and junior high levels. It covers high school foundations in reading, spelling, vocabulary, math, grammar, science, social studies, and character development. The Basic Skills Unit is not just elementary work. It does not stop until the student is at a level of excellence.
The SENIOR HIGH CURRICULUM was constructed with the idea in mind that a lot more than most people retain out of a high school education can be learned and mastered. There are six basic packages that might be encompassed by many in a very short time after basics mastery. This Christian high school program yields the 18 credits ordinarily required for graduation, but is built around performance objectives, not time in enrollment
Coverage of the basic skills before entering this unit makes sure that the study program is not dragged down by students deficient in those basic skills that the superior high school student brings to his work. It makes sure that each student gets the satisfaction of being part of a fast-moving preparatory program.
The INSTITUTE CURRICULUM is dedicated to educating professionals for a uniquely blended ministry. Each will be trained in literacy, psychology and counseling; and a Christian approach to the humanities, designed for communication with the secular mind. This blend may seem unusual, but it has proved itself attractive to those who consider social service to be religion in action. Degrees are offered in: learning and instruction, linguistics, developmental psychology, religion and social service. Other majors are possible provided special work justifies it and staffing is available. The degrees overlap, but represent somewhat different life purposes. Major and minor concentrations might vary with the candidate’s individual profile. Instruction of most bachelors-level students is done at graduate level.

It is felt that educational psychology has given too much attention to evaluation and not enough to instruction and that neither the teaching nor the psychological discipline has addressed itself adequately to the efficient transmission of information, skill, and character.

Most subjects taught are interdisciplinary in nature. This is manifest in college courses being listed under two or three department identities, as "LING PSY ED" Course titles in some cases represent large units that might include general theory in its application to methods in more than one subject area. Much of the work in the Institute is on a research, conference, and practicum basis. Credit is granted only as the student is able to relate to the literature, apply theory, and perform professionally

Regardless of credits which the student may have accumulated, mastery of applied methods of instruction, the content of the basic knowledge frame, and competency in the application to the student as a person will be repeatedly tested and constantly monitored. This will be accompanied by continued classwork in theory and methods. Theory classes are all taught at a graduate level of difficulty. Seniors and especially outstanding students may take 500-level courses

Most testing will be done by a combination of standardized tests and essay tests. To avoid the temptation to cram, exact essay test dates will not be announced. The objective is a constantly maintained grasp of that knowledge which is the mark of an educated mind.

The following programs are an essential part of IDS's training program for bachelors level students. They provide praticum and experience, and allow the integration of the skills learned in theory.

The Short-Term Remedial Program

Two to four-week units provide a tutorial program tailored to the student's individual needs Any part of the Basics Unit may be the subject of a short-term remedial program These units are designed primarily to counter the handicap of a dyslexia, a learning disability or a severe pattern of school failure

Success Support

This is a tutorial back-up for students who have completed a remedial and study-skills program and need support in a regular high-school program or whose grades drop into the danger range. Peer tutors who have demonstrated exceptional knowledge of a subject are given special training in reinforcement techniques and the condensation of course content, and they are then paired with students who need the special help.

High Interest Basics Unit For Elem., Jr. Hi, And Poverty Areas

VALUES ORIENTATION: Great Ideas about God and Man, with a stimulating idea content that appeals to children, youth, and adults.

COMMUNICATION: Reading, spelling, speech-related skills, grammar, usage, and the computer keyboard, in an integrated curriculum aimed at creating a neurological identity between normal speech and its written counterpart

MATH: The student enters a math assembly line where skilled instructors man station in which concrete materials are used to program the right brain to provide a reality to go with every left-brain symbolic representation. The thought processes are trained to work together so that the speed and efficiency of pure symbolic operations (the way most of us do math) is undergirded by a 3-D sense of reality whenever it is needed. Frequent testing and diagnostic-prescriptive teaching keep the student's efforts focused on the natural progression of the subject according to his own rate of growth. Time is not wasted on extensive practice of that which is already mastered, but diagnostic testing and appropriate review are utilized to maintain each skill after it is acquired.

SOCIAL STUDIES: Materials, carefully chosen for maximum usability, in the area of map skills, and general social studies backgrounds. These are used to teach the student to use a basic set of strategies that enable him to learn facts and to retain what is learned. Other exercises are used to develop analytic skills.

SCIENCE: Students work with a mechanics lab called “greaseless Mechanics” that is done with steam-cleaned parts where they learn to rebuild a conventional transmission, install drum or disk brakes, use a ring compressor, set points, rebuild a carburetor. Girls as well as boys learn how a car works. They learn how to electroplate and why it works. They learn to build a carbon arc furnace out of a flowerpot, a brick, a piece of copper curtain rod, the carbon rods out of old flashlight batteries and some pieces of wood. They learn to use some of the same parts for carbon arc welding. They learn to find chemicals and equipment for their own science lab using things they find at the hardware store, the grocery, or the junk pile; and much, much more.

VOCATIONAL: Innovative instructors analyze the local economic situation and design a program to meet economic needs through job skills for youth or adults. Job placement counseling rounds out this creative program.

Potentials Accelerated Senior High Curriculum

BIBLE AND CHARACTER PACKAGE: Offerings include Great evidences for the Christian faith, Oral interpretation of the Bible narrative. God in history (Gives the student an understanding of Daniel and Revelation such that he can interpret essentially without notes--merged with world history). Character and human worth from Paul's epistles, Generating original ideas for talks and sermons (merged with English).

VOCATIONAL PACKAGE: Emphasis is on application of each area of curriculum to the workplace and the market place in the rapidly changing employment scene. Agriculture, industrial arts, salesmanship, office skills, and tutoring skills are offered, to guarantee that the ambitious individual will not lack employability.

COMMUNICATION PACKAGE: Builds expressive experience in relation to every area of the curriculum, involving the sharing of ideas and faith and the development of reasoning. The full curriculum is used to develop vocabulary and the reasoning powers

Proper oral interpretation in reading is used as a foundation for effective speaking. The ability to explore and defend ideas and to write effectively and speak in public is thoroughly developed.

The ability to use generative outlining is used as a tool to organize knowledge and thought and to generate an expanded level of thought. The basic entry-level mastery of grammar is further developed and used as a tool for the generation of effective expression. The basic structure of grammar will be reinforced until the student is able to explain and illustrate it competently without textbook or notes.

A demonstration of a wide reading background, a semester or more of sustained high performance in grammar, oral and written expression, and, the ability to use a word processor acceptably are required. These, if accompanied by achievement test scores at the fifteenth grade level in reading, written expression and the use of sources will be accepted as equivalent to four, units of English.

A foreign language rounds out basic understanding of communication. Greek and Latin Vocabulary may meet the language requirement. New Testament Greek for the high school student may be chosen as a second year of language study. A modern language is expected to become available soon.

MATHEMATICS PACKAGE Foundational math skills are not allowed to fall into disuse during the study of more advanced mathematics. Students will be expected to be able to demonstrate their reasoning on every number manipulation, and experience in helping students at a more basic level will maintain this reasoned approach. For credit purposes, a semester of sustained high level performance and an achievement test score at the fifteenth grade level will be accepted as equivalent to three units of math

SCIENCE PACKAGE: Modules are offered in general science, physical science, biological science, anatomy and physiology, and scientific terminology. Wide reading in the science and health area, discussion of science and health issues and experience in applying science to the solution of human problems, will be utilized to make the course content relevant. Evidence of the work of the Creator will permeate all course content. Students will ordinarily continue instruction until they qualify at the 80^th percentile or higher as seniors.

SOCIAL STUDIES PACKAGE: World history, American history, and issues in Western thought and culture are offered. In both world and American history, a basic outline of approximately twenty-five divisions, each broken down into eight to twelve subdivisions, will form the factual frame for reinforcement. Direct recall and essay-type quizzes and examinations will maintain that factual frame, and wide reading, discussion, and application will make it relevant. The relation of history to geography, ideas, human welfare, and Bible prophecy is emphasized. Students will ordinarily continue instruction until they qualify at the 80^th percentile as seniors. It yields three units of credit. This curriculum is designed for students anticipating enrollment in the college curriculum.

Teacher Training

1 The way to train master teachers is by having them mix learning and teaching of the content of an effective education in an environment of constant attention to a sound theory of learning. The study of methods is most efficient as the teacher-in-training experiences a method's effectiveness in actual teaching.

2. Primary qualifications for teachers are maintained mastery of the essential core of useful human knowledge, the acquisition of a personal character that nurtures growth in others, the acquisition of enthusiasm and experience, and a thorough understanding of the mechanics of learning.

The INSTITUTE CURRICULUM is dedicated to training a new kind of professional, who might be termed a SPIRITUAL and INSTRUCTIONAL PSYCHOLOGIST. It is felt that educational psychology has given too much attention to evaluation and not enough to instruction and that neither the teaching nor the psychological discipline has addressed itself adequately to the efficient transmission of information, skill, and character.

Course titles in some cases represent large units that might include general theory in its application to methods in more than one subject area. Much of the work in the School of Religion is on a research, Conference, and practicum basis. Credit is granted only as the student is able to relate to the literature, apply theory, and perform professionally.

The Institute Curriculum

MISSION OF THE INSTITUTE OF DEVELOPMENTAL STUDIES

The mission of the Institute of Developmental Studies is to provide students a solid educational foundation, to inspire them with a passion for learning, human service, and creative research, and to make them good citizens of their community, their world, and the God-created universe.

PHILOSOPHY OF THE INSTITUTE OF DEVELOPMENTAL STUDIES

The institute believes that much educational instruction lacks permanence. It teaches for mastery at every level and does not teach that which is not intended to be retained. A framework of knowledge is created which is expected to be elaborated throughout a lifetime. The teacher trained by the institute is expected to be able to teach a basic curriculum with or without a textbook and with little preliminary preparation for classes. It is felt that a teacher should know the subject, not a set of notes that might be destroyed in a fire, taking away much of the fruits of the teacher’s education.

Attention has been given to the Reagan report on Excellence in Education, which emphasized a new set of basics. These basics included basic literacy or the ability to read with comprehension, math literacy, science literacy, literacy in the social sciences, and computer literacy. We add a sixth, spiritual literacy.

All instruction is conducted at the graduate level, even in the high school, and special methods of reinforcement are used to assure full mastery of content.

This is not a recipe approach to learning, and the fully trained individual is expected to function as an instructional psychologist, adapting instruction to the peculiar mental organization of the individual when called for.

Much of the work is done within an interdisciplinary approach. Classes may be merged to meet a specific purpose.

DEGREES OFFERED

The Institute of Developmental Studies offers degrees in Learning and Instruction, Developmental Psychology, and Religion and Social Service. It also offers the degree Fellow of the Institute of Developmental Studies (FIDS).

CURRICULUM OF THE INSTITUTE OF DEVELOPMENTAL STUDIES

FOUNDATION COURSES

ENGLISH 101. This course emphasizes grammar. 3 hrs.

ENGLISH 102. This course emphasizes usage. 3 hrs.

ENGLISH 103. This course emphasizes composition and includes the use of word processing. Handwritten work will not be accepted. 3 hrs.

ENGLISH AND AMERICAN LITERATURE 201, 202, 6 hrs.

MATHEMATIC FOUNDATIONS. A non-credit course for students who come to college with insufficient background..

COLLEGE ALGEBRA 106, 107, 108, 9 hrs.

PHYSICAL SCIENCE 204, 205, 206, 9 hrs.

BIOLOGICAL SCIENCE 208, 209, 210, 9 hrs.

PUBLIC SPEAKING 212, 213, Public speaking courses will be tied to the content of history, religion, and health, 6 hrs.

SUPERVISED TEACHING IN THE HIGH SCHOOL OR SPECIAL ED CLASSROOM

ED 301 TEACHING OF WORLD HISTORY. The student will instruct a small group or individual student, using a special IDS text that has a Christian value system of what constitutes greatness. 5 hrs.

ED 302 TEACHING OF PRIMARY MATH. The student enters a math laboratory in which every function leads logically to the next function and in which no function is left until mastery is achieved and whenever mastery lapses, immediate review is initiated. 5 hrs.

ED 303 TEACHING OF ENGLISH. A special English text is used that introduces the student of any grade-level to the kind of grammar that will be expected in foreign languages courses. Primary attention will be given to the Indo-European languages, but attention will be given to how other languages may be expected to differ. 5 hrs.

ED 304 THE CLASSROOM TEACHING OF READING. The Action Phonics reading materials will be used along with teaching videos or DVDs that instruct the student directly. Students will also be given experience teaching other students the skills they have learned and some student pairing will be used on exercises that are adapted to this technique. 5 hrs.

ED+CONTENT DEPT 301-310 METHODS AND SKILLS IN SPECIFIC AREAS OF CURRICULM. The student will be expected to demonstrate ability to teach an indicated high-school unit with minimal reliance on a textbook, and to demonstrate solid content knowledge. 3-21 hrs.

PSY REL 301 CHARACTER DEVELOPMENT AND REHABILITATION.

A basic philosophy of the meaning of life with special emphasis on Pauline insights. Students will receive experience in the high-school division, in counseling situations, and in public educational programs. 3 hrs.

HIST REL 302 APOCALYPTIC EVENTS.

A view of conflict between the imperialistic design in Western Civilization and basic movements for human dignity as portrayed in Hebrew and Christian prophets. 3 hrs.

ED PSY ED 401 ARTICULTORY PHONETICS.

Applies lalophonemic principles and principles of learning theory to problems of articulation and phonetics. 3 hrs.

LING, PSY ED 402 PSYCHOLINGUISTIC APPROACHES TO THE TEACHING OF READING. A predominantly lalemic rather than phonemic approach to decoding skills is used. Motor-perceptual emphasis requires that the teacher master the basics of articulatory phonetics more thoroughly than is ordinarily required of the language teacher or the speech pathologist. The physiological basis for sound production is conditioned to the visual system in the same way that it is conditioned to the auditory system in early speech learning. The psychology of perception them merges with structural linguistics to provide a theoretical analysis of practical problems in inter-relating the perceptual hierarchy with advancing level of the complex orthography of the English language. 6 hrs.

LING PSY ED 403 GRAMMAR COMMUNICATION AND THOUGHT.

Comparative grammar and to the function of grammar in the organization of ideas, morphemics in the organization of a vocabulary, structural linguistics, idea structure and the organization of the brain’s idea generator. Foundational to the teaching or learning of any language, to the use of language in building comprehension, to the development of language with the retarded and the aphasic. The student must internalize the structure of English grammar and vocabulary so that he automatically keeps a mental inventory of where his student is and of what is yet to be developed. 3-9 hrs.

PSY ED 407 DIAGNOSIS AND PRESCRIPTION.

Attention is given to minimizing evaluation time and maximizing the identification of data useful to the teacher or therapist. 4 hrs

ED 410 PRACTICUM IN THE TEACHING OF READING. The student works under the close supervision of a master therapist. Thus, practicum provides a constant input of success-producing strategies. 12 hrs

ED 411 PRACTICUM IN THE TEACHING OF READING. 12 hrs.

ED 412 PRACTICUM IN THE TEACHING OF READING. 12 hrs.

LING, ED 421-425 WORKSHOP AND PRACTICUM IN SPEECH AND LANGUAGE DEVELOPMENT. Closely supervised experience provided in development of articulation syntax and comprehension skills. Practicum experience may be provided with students whose problems grow out of retarded development, impoverished environment, or the need to acquire a second language. 3-12 hrs

REL ED 431 PERSONAL EVANGELISM. The student will come socially close to people of different cultures, their health and economic needs, and perform little favors such as giving them a loaf of homemade bread, giving them a therapeutic massage, or applying hot fomentations to relieve congestion or pain. 10 hrs.

REL ED 432 PUBLIC EVANGELISM. A gospel-based approach is essential. A more educational approach to evangelism may taken, and an appeal made to the secular and non-Christian mind, or the approach may be geared to the less educated. The two groups will not mix. Such courses will ordinarily be conducted over a period of nine months to one year. 25 hrs.

REL ED 433 EDUCATIONAL EVANGELISM. Programs have been conducted

In inner city and Appalachian communities. They might also be aimed a migrant laborers. The goal is not only to inspire, but to solve problems of literacy and employability. Such programs have been conducted summers, and they might be conducted over a series of summers and offer credit.

REL ED 445 THE DOCTRINE OF GRACE. This course covers a full commentary on Romans and Galatians with selections of Pauline insights in other books of the New Testament. 8 hrs.

REL ED 446 PROPHETIC INTERPRETATION. A coverage is made of the prophecies of Daniel, Revelation, and the Hebrew poetic content and style. 8 hrs.

REL SCI ED 447 INTELLIGENT DESIGN IN NATURE AND PALEONTOLOGY. This is an approach to intelligent design that makes no attempt to sidestep its Christian orientation. Sources used will, however, be primarily drawn from evolutionary writers and evidences that should be acceptable to the secular mind. 8 hrs.

ED PSY 511 CURRICULA

R DEVELOPMENT AND APPLICATION.

Students will participate in an ongoing program of curricular refinement aimed at the application of learing theory and principles of personality and character-development to instruction. 3-9 hrs. My be titled as to specific project.

JOUR, ED 440 CONFERENCE AND PRACTICUM IN THE WRITING OF GRADED READING MATERIALS.

Guidance is provided by instructors experienced in producing materials for publication. 3-6 hrs.

PSY ED 430, 530-536 ADVANCED LEARNING THEORY APPLIED TO CURRICILUM.

A cognitive approach to learning theory is followed by application to individual subject areas, with emphasis on the basic and secondary curricula outlined above. Much more attention is given to the laws of learning than in most ordinary courses in learning theory. Appropriate modes of learning are applied to different classes of learning situations. Methods of curricular design establish an early primacy on a mental processing mode that will carry the load of rapid function that will later be required for success. This avoids the problem of interference from earlier learning that works at the time but becomes cumbersome crutches at higher levels. Intrinsic motivation through the balance of perceived design and the challenge of new material is achieved by diagnostic-prescriptive techniques. These are designed to assure that the student stays at a moderate level of challenge, neither overwhelmed nor bored. The discrimination of what is worth retention and the modes of reinforcement that will assure its permanence are analyzed. 5-15 hrs.

ED HIST 543-545 HISTORY OF EDUCATIONAL INFLUENCE OF ACHIEVEMENT OF HUMAN POTENTIAL.

Historical studies of the conflict and interplay between Graeco-Roman and Judeo-Christian thought. Examining ideas of ultimate causality, existence, personality, will morality and ethics, merit, grace, authority and liberty and society. 15 hrs.

SPECIAL COURSES MAY ON OCCASION BE DESIGNED TO ACKNOWLEDGE SPECIAL ACCOMPLISHMENTS OF INDIVIDUAL STUDENTS.

WHO SHOULD APPLY?

Students should be aware that the curriculum has a distinctly Christian orientation and that parts of it have been influenced by Seventh-day Adventist thought Any student is welcome to question these assumptions and may expect an openness of thought on the part of instructors.

Because the institute does not charge tuition, it has only been possible to select a small number of students with special contributions to make to human development and humanitarian service to participate in the college curriculum. The high school curriculum does charge tuition, and high school students get a good preparation to enter the college curriculum.

Much of the work of the Institute has been dedicated to development of a unique curriculum for the achievement of human potential.

WHERE IS INSTRUCTION CONDUCTED?

No instruction is conducted at the administrative offices in Tennessee or Texas. A variety of campuses have been utilized in various states. Officers of the Institute have often been located on one of these campuses. Much of the Institute’s work has been done in field programs, conducted domestically and internationally. Thus highly qualified individuals with special qualifications have enriched course offerings throughout the curriculum, teaching or co-teaching any of the courses. Faculty varies with the year and the location.

BOARD.

Frank H. Lang, Th.D., Ed.D., M.A., President. 685 Box Ln., Chireno TX 75937.

The president is temporarily filling in for the registrar. Ph. (936) 362-2354

Earl McGhee, MD and Banker, 808 Atkinson Ln., Dalton GA 30720

Ph. (706) 278-8119

Alice Voorhies, Retired educational superintendent, retired president of Historic Properties, General Conference of SDA, 10118 Scenic View Dr., Ooltewah TN 37363

Ph. (423) 396-4007

Jim Epperson, Ph.D., Florida Hospital College of Health Sciences, l800 Lake Estelle Dr., Orlando FL 32803

Ph. (407) 895-4747

Marilyn Spangler, Registrar, has moved to Texas and not yet reestablished contact.

Marilyn Baker, B.A., 1329 N. University Dr. Nacogdoches TX 75961, Secretary of Board.

Staff

Frank H. Lang, Th.D., Ed.D., President. 685 Box Ln., Chireno TX 75937. The president is temporarily filling in for the registrar.

Ph. (936) 362-2354

June Fiorito, Ph.D., 6901 Burman Ln. College Heights AB Canada T4L 2E5

Ph. (403) 782-5926

Linda Caviness, Ph.D., 2656 Sleepy Hollow Place, Glendale CA 91206

Ph. (818) 550-8470

David Breedlove, FIDS

Ph. (256) 366-7543

Nancy Byers, MA, 326 Habersham Mill Rd., Demorest GA30535

Ph. (706) 754-6795

Joe Procter, MA, Box 1, RR 1, Woodcock Rd., South Hazelton BC V0J 2R0, Canada

Ph. (250) 842-6039

LeAnne Topham, MA, 4570 Boldus Rd. Vernon BC V1B 3J1 Canada

Ph. (604) 545-7766

Amanda Beaty, MA 110 Dogwood Circle, Moultrie GA 31768

Ph. (912) 890-6186

John Aitken, D.Min., Youth Pastor, Hillsboro OR

Ph. (503) 913-7957

Accreditation

The Institute has functioned as an unaccredited school, exempt under Tennessee Code 49-7-2005 as “offered on a no-fee basis”. It has accepted only candidates whose professional prospects have made it possible to grant them a teaching fellowship and who, upon graduation can be counted on to achieve a high enough Graduate Record Exam score that they have no trouble being accepted into accredited graduate schools for a masters degree program. Workshop participants who show outstanding performance are given preference for fellowships. The program is being made available on the Internet. Practicum requirements may be met in summer institutes in inner city or poverty areas.

Who Should Apply

Students of high school age to past retirement age are welcome to apply. Many individuals with masters or doctoral degrees have found a new career in private practice through our training. Trainees will need to have or develop very clear speech. They should be ambitious, like to think, and not be afraid of a stiff challenge.

Previous educational experience is not as important as fortitude. Most instruction in the Institute is at a graduate level. The same laws of learning are used to make the trainee a success as those he will use in helping others; however, to succeed will take hard work.

Those who have experienced a learning disability often develop unique insights into the needs of the learning disabled. The reason we use the word, Potentials, in our title is that those with the cerebral dominance disturbances that characterize most dyslexia often have unique ability to use both hemispheres of the brain in abstract thought. Historically dyslexics have made more than their share of original contributions to the world’s knowledge. But all of these individuals have had great tenacity in the pursuit of excellence. Dyslexics should ordinarily be willing to start with the Basics Unit, then to quickly master the Senior High program as outlined in this bulletin before admittance to the Instructional Psychology Curriculum.

Non-Discrimination Policy. The Institute of Developmental Studies admits students of any race, color, national or ethnic origin to all the rights, privileges, programs and activities generally accorded and made available to students at the school. Its policy of faculty recruitment is also nondiscriminatory in the same manner. Any grants or scholarships that become available will be made available with no discrimination on the basis of race, color, national or ethnic origin.

What Is Expected In Personal Character And Conduct

Teaching is the most responsible work committed to human beings. Indifferent work and inexact knowledge mar the usefulness of the students the teacher’s life touches. Each candidate will be evaluated as to high ideals. Individuality of thought should be balanced with the ability to work on a team in a considerate manner. The teacher should expect much of himself and be generous with the shortcomings of colleagues.

Candidates should acquaint themselves with the student manual of any school where they expect to gain experience, and be prepared to exert a positive supportive influence by teaching and example. Especially is this important in regard to Christian standards set up to guard students from influences that might prove dangerous to character building.

Candidates should be aware that the philosophy of this Institute has been formed by the influence of the Bible and the writings of a unique Nineteenth Century contributor to educational thought, Ellen White, whom Seventh-day Adventists believe received direct inspiration from God. Those of other faiths, after becoming acquainted with her writings have often arrived at the same conclusion. Those of any religious faith who wish to enroll might do well to examine her books, Education and Messages to Young People in order to determine if they will be comfortable in upholding the standards of the institution. Uniformity of thought is in no way expected or desired, but teamwork is essential to a happy colleague experience.

Before you send your application to be evaluated by the institute, either as a student or a teacher, will you please accept the challenge to consider seriously in prayer whether you are ready to become a part of this unique educational program. Are you ready to say “Yes!” to all that God asks of you in influence and in personal life, remembering that in this institute study and teaching always overlap. Students can only consider us hypocrites if we teach to a high standard and do not represent the highest standard in our own lives.

If after serious prayer, you are ready to make this high commitment, please send in your application. You are the kind of person we really need to help us demonstrate the full scope of human potential.

Finance

Presently the college program accepts only tuition-free teaching fellows who have demonstrated superior application in a short-term workshop and students on the secondary level. Short-term workshops are not conducted by the Institute but by informally associated colleges and universities and by Potentials Learning Systems, Publishers.

High school tuition is $600 per month on a 10 month basis. Room and board is $300 per month for high school or college. At present the school is looking for a new campus.

Short Workshops:

Tuition: $800 for a two-week workshop. A parent or a teacher may bring a child at no extra tuition charge.