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[Alaskool note: This is a historic
document and addresses are not necessarily current.]
STUDY
OF
WILLIAM E. BELTZ SCHOOL
NOME, ALASKA
BY
ALASKA
STATE COMMISSION FOR HUMAN RIGHTS
520 MACKAY BUILDING, 338 DENALI STREET
ANCHORAGE, ALASKA 99501
State of Alaska
Office of the Governor
Commission for Human Rights
520 Mackay Building
338 Denali Street — Anchorage 99501
December 11, 1969
The Honorable Keith H. Miller
Governor of Alaska
Dr. Clifford Hartman
Commissioner, Department of Education
Dr. Walter Soboleff
Chairman, Alaska Board of Education
Honorable Members of the State legislature
Ladies and Gentlemen:
In October 1969, Mr. James Harper, Director of Regional Schools for
the State of Alaska, requested the State Commission for Human Rights
to do a study of the William E. Beltz School in Nome. The request arose
out of the concern which Mr. Harper and the Commission shared over the
suspension of a number of students for drinking offenses. However, both
the Commission and Mr. Harper felt that a comprehensive survey of the
operation of the school should be made, since the successful education
of our Native youngsters is of vital importance to the State, and since
a knowledge of the successes and failures of Beltz could be applied
to other regional schools as they open throughout the State.
Mr. Robert Willard of the Commission staff, and Mrs. Lisa Rudd, Commissioner,
went to Nome on Monday, October 27. Mr. Willard remained there through
October 31 and Mrs. Rudd stayed through November 3. Mr. Willard stayed
at a hotel in Nome. Mrs. Rudd lived in the girls' dormitory at Beltz
for four days and then moved to a hotel in town. During their stay they
made an effort to become a part of the life of the school, holding formal
and informal talks with students, faculty, and staff; attending meetings
with the same groups; attending classes; going on field trips
with the students; eating meals in the school cafeteria; meeting with
the Beltz Advisory School Board, made up of representatives of the various
villages which send students to Beltz; and discussing the overall operation
of the school with the administration.
They also talked to a number of townspeople in Nome who have observed
the operation of the school and studied school records and reports by
former teachers.
The conclusions in this report, then, are based on a wide variety of
experiences and discussions which admittedly took place during a short
period of time. We hope that the Commission's conclusions and recommendations
will be helpful in stimulating further interest in and concern for the
operation of the Beltz School.
We thank Mr. Harper for inviting the Commission to the school. We also
thank, in particular, Mr. Clifford Myers, Superintendent of the school;
Mr. Dennis Corrington, Principal; Mrs. Linda Elanna, Dormitory Director;
and the Beltz Advisory School Board for their friendly cooperation during
the Commission's study of Beltz.
Respectfully submitted,
/S/
Ernest W. Griffin, Chairman
Willard L. Bowman, Executive Director
ljt
Encl.
The William E. Beltz School
The William E. Beltz School is a boarding high school just outside
of Nome, Alaska, for youngsters from the villages of Northwest Alaska.
This means that almost 100% of the students are Eskimos. (The only exception
the Commission is aware of is the son of a faculty member.) It was built
in 1966 by the State of Alaska, using funds from the State, the Bureau
of Indian Affairs, and the City of Nome. The school offers a combined
academic and vocational curriculum. Vocation-oriented classes include
dressmaking, tailoring, library science, cabinetmaking, carpentry, shorthand,
typing, metalworking, and auto mechanics. Academic subjects include
mathematics, biology, chemistry, English, history, government, art,
and economics.
The school is located 3-1/2 miles from Nome and is accessible by road.
Transportation to Nome is provided by a single school bus, which the
school shares with the Nome schools. There are no other vehicles directly
assigned to Beltz.
The school consists of an academic building, a dining hall and administration
building, a dormitory built for 76 boys and 76 girls (175 students were
enrolled in August, 1969), a faculty apartment building, and a service
building. The dormitory has separate wings for the boys and the girls,
connected by common lounges and recreation rooms. All buildings except
the apartment building are of a single story. There is a tunnel connecting
the dormitory, dining hall, and academic buildings.
There is no gymnasium at the school. The students use the gym at the
Nome High School, but this presents problems of scheduling and transportation.
We understand that a contract has been let for the construction of a
gym at Beltz in 1970. It is badly needed.
The school has a faculty of 14 and a staff of 25. It is administered
by a Superintendent (who is also the Superintendent of the Nome schools),
a Principal, and a Dormitory Director. At the time the Commission was
at Beltz, the school had neither a regular recreation director nor a
guidance counselor resident in the dormitory. A succession of people
who work for the Department of Education in other parts of
the State were filling in at the recreation directors job, though none
stayed longer than a month. We understand that both positions are funded
and that efforts are being made to fill them. It is vital that they
be filled soon.
The school is operated by the State of Alaska Department of Education's
Division of State-Operated Schools. The State Board of Education functions
as the school board for the school. In September, 1968, a Beltz Advisory
School Board was formed, made up of a representative from each of the
villages which sends students to Beltz. It meets at least once a year
and its seven-member executive committee meets more often. A real effort
is made to keep the Advisory Board up to date with what is happening
at the school; and, aside from their contribution of thoughts on the
school’s operation, the board members provide an expression of
village and parental interest which helps the students make the transition
to school life. Although the Advisory Board has no formal powers or
duties, the Beltz administration has given it considerable latitude
in determining social and dormitory policies, but only on an issue-by-issue
basis.
It should be noted that, unlike most American students, the Natives
of Alaska can choose among a number of high schools. Any of the students
now at Beltz could have gone to one of the BIA schools open to Native
youngsters (Chilocco in Oklahoma, Chemawa in Oregon, or Mt. Edgecumbe
at Sitka), or to a high school in an Alaskan town through the State's
Boarding Home Program. One of the big attractions of Beltz is that it
is closer to home than any of these other schools.
The school is named for the late William E. Beltz, an Eskimo who was
the first President of the Alaska State Senate.
General Statement
Guidelines for both the academic and dormitory functions
of the Beltz School must be drawn up without delay.
It is apparent that no decisions as to the underlying philosophy and
purpose of the school have ever been made. At least no member of the
present administration at Beltz was able to provide the Commission with
policy statements on any aspects of the school operation, with the exception
of the policy on drinking offenses at the school, which was developed
just before our study was undertaken.
Beltz was originally conceived as a vocational school. It now combines
academic and vocational curricula, and neither is satisfactory. Some
direction must be given to the schooling offered to the students at
Beltz and creative thought put into how to make their education useful
and meaningful.
The dormitory operation flounders between a horror of too much regimentation
and the realization that some controls have to be exercised over a group
of teenagers living together. Again, we were unable to discover that
any policies have been developed for what surely is a unique social
experiment.
The relationship between the school and various public agencies with
which it sometimes "does business" should also be defined.
Again, this social function of the school is unique. It is a public
dormitory that is also a home. As such, it deserves a unique relationship
with, for instance, the Nome police force. As soon as guidelines for
the operation of the school are worked out, the administration should
work with the public agencies in Nome with which it is likely to share
concern over the well-being of the students to develop either formal
or informal understandings on how cases are to be handled.
The State of Alaska is going to have to spend more money
at the Beltz School.
Money is needed not only to upgrade the present operations of the school
(pay increases, equipment, etc.) but also for innovative programs, particularly
in the academic field. Although no follow-up on former students has
been done, both faculty and administration at Beltz told the Commission
that they do not consider the school a success, either vocationally
or academically. It will not become one without the expenditure of a
great deal more money. Everyone says that education, particularly of
our Native youngsters, is the most important challenge facing the State.
Are we willing to spend the money to meet the challenge?
In every facet of the school’s operation, there must
be more awareness and appreciation of the Eskimo culture.
Faculty and staff must make a real effort not only to understand the
Eskimo culture and the difficulties which the students face as they
lose contact with it, but they must also devise new techniques and programs
to make the transition easier.
Efforts should also be made to allow the students to retain valuable
aspects of their culture, both the "window dressings" (sled
dogs, Native foods, etc.) and the underlying attitudes which make the
Eskimos unique and strong.
Specific Recommendations
ACADEMIC
The quality of the teaching at Beltz must be improved.
A high turnover rate in the faculty, the fact that teachers are sometimes
required to teach courses for which they have no training, and a total
lack of training and materials in cross-cultural education all combine
to create a poor academic situation. On the whole, the teachers do not
think creatively or positively about educating Eskimo youngsters. One
is told and one observes that they are more committed to a contract
than they are to the students.
The Commission has four suggestions for improving the quality of the
faculty at Beltz:
First, the State must be much more thorough and perceptive in its recruitment
of teachers. A nationwide VISTA- or Peace Corps-type advertising campaign,
outlining both the difficulties and the satisfactions of teaching at
Beltz, would probably help to find teachers who are seeking an unusual
challenge. It is the Commission’s feeling, however, that the Department
of Education will find many of its best Beltz teachers within Alaska;
and certainly an effort should be made to find Eskimo or Indian teachers.
A recruiting trip by the superintendent or principal at Nome is essential
so that he can personally appraise the applicants. Beltz is a small,
fairly intense and isolated community. The choice of who is to be part
of it should be in the hands of the superintendent or principal on the
scene.
Second, training, materials and curricula in cross-cultural education
must be developed and made available to the entire faculty at Beltz.
As far as we could determine, the Department of Education has not addressed
itself to the question of cross-cultural education on the high school
level. How can we hope to run a high school for Eskimos without making
this effort ?
Faculty orientation to the Eskimo culture should include a stay of
several weeks in an Eskimo village, summer courses on the Eskimo culture
with Eskimos included as instructors (possibly at the University of
Alaska), and a pre-school conference with the Advisory School Board
for both faculty and staff.
Third, prospective teachers in Alaska universities should be encouraged
to do their practice teaching at Beltz if they have shown an interest
in teaching the Natives of Alaska.
Fourth, a review of the faculty salary scale is in order. The challenge
of teaching at Beltz, the high cost of supplies in Nome, and the isolation
of the school all indicate that a high rate of pay is essential.
The academic work done by the students at Beltz must be brought
up to normal high school standards.
Students who come to Beltz are ninth graders in name only. Among the
faculty whom the Commission consulted, estimates of the actual grade
level of entering students ran as low as the second grade, with most
students falling in the 5th-7th grade range. At present, teachers simply
lower their standards and expectations and plunge ahead with their high
school textbooks. Although no follow-up studies have been made on Beltz
graduates, it is known that only two or three Beltz graduates have gone
on to college, and none of them has stayed in college for longer than
a year.
It seems to have been decided that the present generation of Alaska
Natives is not worth our best efforts or capable of learning. The feeling
that such a decision has been made is reinforced by the present plans
to issue a "Certificate of Attendance" to students who have
"done time" at Beltz, but do not qualify for a high school
diploma. (At present every student who finishes the 12th grade gets
a diploma.) The decision is also reflected in the plan to lower the
credit requirements for graduation from 18-1/2 to 16.
This decision needs to be rescinded. We should recognize that massive
remedial education is needed by virtually every student who comes to
Beltz. It is obvious that such remedial education cannot be offered
within the present academic framework at Beltz. To bring the students
at Beltz up to normal high school standards and give them any hope of
vocational or academic success in the future will take a restructuring
of at least the first year curriculum, the special skills of a dedicated
group of remedial teachers, and the expenditure of a considerable amount
of money by the State of Alaska.
One plan for bringing the work of Beltz students up to normal high
school standards would be to bring students who finish the 8th grade
in their villages to Beltz for a full year of remedial work in communications
and academic skills before entering the ninth grade. The hope would
be that even the slowest of these students would be ready for true ninth
grade work at the end of his remedial year, and the most advanced of
the students will have had a chance to do exploratory work in various
subjects to help them determine a direction for their future education.
Such a program would require virtually a separate faculty to teach
entering students at Beltz and a very high teacher-student ratio in
that faculty. It would also add a year to the school life of the student.
But if we are not willing to make these commitments, or commitments
similar to them for some other broad remedial program, it will be true
that we have decided that the present generation of Alaska Natives
is not worth our best efforts or capable of learning.
If a massive remedial education program is not instituted at Beltz,
consideration should be given to turning the school into a vocational
high school (the use for which it was originally intended). Since academic
training is available to students from Northwest Alaska in BIA high
schools and the State Boarding Home Program, Beltz could be devoted
to vocational training without denying an academic education to those
who wish it.
It is clear that Beltz must move in one direction or the other. The
present lack of both good academic training and marketable vocational
training must not be allowed to continue.
(These questions should certainly be in the minds of the committee
planning the consolidation of the public school with Beltz.)
More time should be scheduled for study outside of class
periods.
The students at Beltz have a great deal of free time; yet very few,
if any, use their free time for study despite the fact that almost all
of them are far behind their supposed grade level. The State should
take advantage of the fact that it is in charge of the students 24 hours
a day to provide more regularly scheduled periods when study is expected
of the students. At present the students are in class or working at
jobs during each of the six class periods during the day, giving no
opportunity for study during the school day. The only formal opportunity
for independent study which the students now have is a two-hour "quiet
hour" two evenings a week. However, sometimes recreational activities
impinge on the "quiet hour."
The use of after-school hours for study periods would go against the
generally prevailing philosophy at Beltz at present: that the dormitory
is an extension of the home rather than of the school. However, the
Commission feels that an hour when quiet is required and study is expected
should be part of the daily schedule at Beltz. Possibly some students
could study in the academic building while others remain in their rooms
for study.
(This suggestion arises primarily from the lack of a daily study period
at the school. It ties in, however, with the Commission’s feeling
that the students at Beltz have more free time than they know how to
deal with, which we shall discuss further in our observations on the
dormitory operation.)
Units on drugs, smoking, alcoholism, sex education, and personal
hygiene should be a part of the curriculum at Beltz.
The students come from villages where knowledge of these subjects is
rudimentary. Beltz may be the only chance that many of them will ever
have to learn about them. At present the students seem to be getting
smatterings of some of these subjects, but the Commission gathered that
there is no policy that they should be offered on a regular and continuing
basis. There should be such a policy and it should be implemented.
(On the subject of drugs, we were told both that drugs are not in use
at the school and that marijuana is available to and freely used by
the students at the dorm. It is the Commission’s opinion that a
unit on drug s should be offered whether or not drugs are in use at
the school. Each student will probably have to make a decision on drugs
sometime during his life, and should have the knowledge of drugs to
make an intelligent one.
The Bureau of Indian Affairs, the State Boarding Home Program,
and the Administration at Beltz should develop cooperative methods
for placing each student from Northwest Alaska where his educational
ambitions would best be nurtured.
The admissions system at Beltz is haphazard. At present the only criterion
for admission is geographical, and the applicants are not screened at
all. At present there are two retarded students at Beltz, not capable
of doing any work an the high school level (as it exists at Beltz).
A rudimentary screening of the applicants would have detected these
two students, and they then could have been sent to a facility which
could serve them.
As Beltz assumes a direction and the other systems of education available
to the youngsters of Northwest Alaska become more defined, they should
definitely cooperate in the placement of students, bearing in mind educational
requirements and social adjustment.
SOCIAL
After school hours should be more structured, with more recreational
activities available, and a daily study hour instituted.
The students have more free time than they know how to deal with. The
Commission’s observations led to this conclusion, but it was confirmed
in conversations with the students themselves. There are very few planned
extracurricular activities between the end of the school day at 4:00
p.m. and "lights out" at 10:30. Since there is only one physical
education period during the school day (which means that each student
attends physical education once a week), it is our feeling that physical
exercise should be high on the list of available after-school recreation,
for both boys and girls. It will be easier when the gym is built, but
it should not wait for that.
At present the school is being served by a succession of recreation
directors, none of whom stays longer than a month. Although the directors
whom the Commission observed and talked to are doing a wonderful job
of "filling in," every effort should be made to find a permanent
recreation director. In fact, there should be two permanent recreation
directors, if for no other reason than to provide the boys and the girls
the opportunity of taking part in different activities at the same hour.
Trips to Nome should be less frequent, more supervised, and
shorter.
The students are allowed to go to Nome four times a week: for a movie
on Tuesday nights, a 2-hour trip on Wednesday afternoons, a 4-hour trip
on Saturday afternoons, and a 2-hour trip on Sunday mornings. They are
required to sign out when they leave the school and sign in upon their
return, but with the exception of the movie trip they are chaperoned
and unsupervised. The Sunday morning trip is ostensibly so that the
students can attend church, although not all use it for this purpose.
(We were told, also, that students find it easy to escape the supervision
of the chaperone on the movie trips.)
If the students get into trouble it is usually in Nome, or as a result
of a trip to Nome (liquor is brought back to the school, for instance).
It is the Commission's opinion that a 2-hour shopping trip once a week,
plus the movie and church trips should be sufficient for the needs of
the students and provide them with far fewer opportunities for trouble.
An adult should go on these trips and should make sure, as unobtrusively
as possible, that all students are on the bus before it begins the return
trip to Beltz.
This suggestion is predicated on planning many more recreational opportunities
for the students at the school, as we have already outlined.
The dormitory attendants should be Eskimos who are well paid
and trained in whatever philosophy and procedures are developed for
running the dorm.
There is an attendant on duty in both the boys’ and girls’
dormitories at all times. At present some of the attendants are white
and some are Eskimo. Their duties include assisting with recreation
programs, mediating student conflicts, maintaining general order, enforcing
time scheduling, and lay counseling of students who come to them with
problems.
If there is recognition of the need for language and cultural ties
between the students and the dormitory staff, it is quite possible that
there will be no need for a resident guidance counselor (non-academic).
The dormitory attendants should be carefully chosen for their ability
to relate to the students and then be given training either on the job
or through a dormitory attendants’ course. We understand that such
a course had been scheduled by the State Department of Labor, but that
it has now been cancelled. It should be reinstated as there is at present
no training available for dormitory attendants in Alaska.
The dorm attendants' salaries seem low to the Commission.
Student initiative and responsibility should be encouraged
in the use and care of dorm facilities.
The public rooms of the dorm are uninviting and often in disarray.
There are no pictures on the walls, curtains at the windows, or rugs
on the floors. The furniture is broken and scarred with cigarette burns.
The recreation room has only one operable pool table. (Two other tables
and a shuffleboard table, all out of order, are pushed to the side of
the room.) The Commission was told by a former Beltz student that the
condition of the public rooms "shocked" her when she visited
the school recently. She told us that when she was at the school the
rooms were much more comfortable, with pictures on the walls, a supply
of games, etc,
The Commission feels that whether or not the rooms are rehabilitated
should be left entirely up to the students. We understand that it is
difficult to motivate the students to enter into projects like this,
and it is quite possible that the rooms will remain in their present
disheveled state. However, if it is made clear to the students that
the money, materials and advice are available to them when they want
to do the job, we believe they will eventually express an interest in
brightening the rooms.
Whether or not the rooms are rehabilitated, it is the Commission’s
opinion that rules for the use of public facilities in the dorm should
be developed by the students themselves.
Extracurricular activities should be heavily slanted towards
reinforcing pride in the Eskimo culture.
There is at present a real effort to enlist Native speakers on a regular
basis. However, no funds are available to bring the speakers to the
school and pay their expenses; so the school is forced to rely on whoever
comes their way. There should be a fund to bring prominent Native speakers
to the school at least once a month.
The students really seem to miss Eskimo food while they are at Beltz.
They are like American residents of Japan who yearn for a hamburger
when all that is available is raw fish. Would it be possible to make
Eskimo food available in the school cafeteria about once a month? Aside
from its benefit to the students, the purchase of the food would provide
some cash income to the villages.
The Commission would like to see Beltz able to enter teams in the various
sled dog team and snow machine races which are held throughout the State.
The development and training of such teams is a natural for Beltz’s
climate and terrain, and there aren't many other outdoor recreational
activities which are possible in the winter at Beltz. The teams could
be a source of tremendous pride to the students as they travel all over
the State representing the school.
Exhibitions of work by Eskimo artists should be planned, either in
conjunction with the Native speakers program or independently.
These are just a few suggestions for keeping the students aware and
proud of their heritage. There are surely many other methods which can
be utilized also.
ADMINISTRATION
The relationship between the administration and the Office
of Regional Schools in Juneau needs to be more clearly defined.
As we have pointed out, the first step must be that the Department
of Education establishes what kind of school Beltz is to be and defines
the programs which must be instituted to make it that kind of school.
Once this direction is established, careful thought must be given to
how much authority should be given to the administration of the school
and how much should be retained by the Department in Juneau.
It is the Commission’s feeling that the administration feels hamstrung
by the necessity of clearing changes in the day-to-day operation of
the school with Juneau. While we did not study this matter in depth,
it is clear that the relationship is uneasy and needs further defining.
Bearing in mind the isolation of Beltz, the time consumed and possibilities
for confusion in communications with Juneau, we would favor a large
degree of autonomy for the administration at Beltz.
The. chairman of the Beltz Advisory School Board should be
given a seat on the State Board of Education.
The State School Board is the policy-making body for the Beltz School
and at least one of its members should be someone who has first-hand
knowledge of the school and is more than intellectually interested
in its success.
The advantages are twofold. The Chairman would take to the State Board
a parental and cultural understanding of the difficulties and successes
of Eskimo students. In return, he would bring back to the Advisory School
Board an expanded knowledge of Statewide educational concerns and possible
programs.
As mentioned in the general statement, the school should
reach understandings, either formal or informal, with the various
public agencies with which it shares concern over the behavior of
students.
The agencies involved would include the Nome City Police, the Alaska
State Troopers, the District Attorney’s Office, the Alaska Court
System in Nome, and the Division of Corrections in the Department of
Health and Welfare.
The school should probably assume the role of a parent in any student’s
dealings with law enforcement agencies. However, there are differences
between what the school can do for a student and what a parent can do.
There might also be differences in how a policeman should treat a Beltz
student, as opposed to a student from town who is living at home. Certainly
most of the offenders from Beltz will be juveniles, and, as such, deserve
a continuing concern on the part of both enforcement agencies and the
school.
Communications should be established and agreements made between the
agencies and the school before they are called upon to deal with any
specific cases. The agreements can be either formal or informal, but
should be based on a knowledge of each others’ responsibility and
authority and an overriding concern for the welfare of the student.
The Commission cannot condone the present policy of calling
the police when a student is found drunk at the school.
We hesitate to speak against a policy endorsed by the Advisory School
Board, but the Commission is convinced that this policy doesn’t
do anyone any good. In relieving the school of a temporarily unpleasant
situation, it immerses both the school and the student in a far less
desirable situation of far longer duration. The student is booked, jailed,
and sentenced, which causes psychological damage and creates a criminal
record which will stay with him for life because the school cannot be
bothered with finding ways to deal with the occasional student who gets
violently drunk. This student is going to be kicked out of school for
being drunk. Does he need further punishment? We are frankly appalled
at this policy and protest it vehemently.
The school administration also needs to do some serious thinking as
to whether or not more serious crimes should be reported to the police,
or whether there should be different policies for crimes committed on
the school grounds and those off the school grounds. Without making
a judgment as to which way the school should go, we can state that the
present lack of policy leads to utter confusion when a case arises,
with resultant harm to both school and students.
(As our suggestions for less frequent, shorter, and more closely supervised
trips to Nome are implemented and more recreational activities are made
available to the students at the school, we anticipate that there will
be fewer cases of student drunkenness.)
The procedures for suspension of students and staff should
be clearly established, made known to the students and staff, and
adhered to.
At the time of the Commission’s study, the Beltz administration
was following neither the procedure for suspension of students outlined
on pp. 26 and 27 of the By Laws for the State Board of Education as
the Operating School Board for School District #1 nor the procedures
for suspension of staff outlined in the State Personnel Rules. Through
trial and error, the administration seems to be coming to the point
where it will soon have instituted all the procedures outlined in the
By Laws and Rules; but a lot of harm has been done, and one wonders
why the rules have not been followed from the first.
The administration should also be aware of the lack of communications
skills on the part of Eskimo staff and students. Special care should
be taken to explain all suspensions and the procedures for appeal in
nonbureaucratic and simple language. Neither the suspended student nor
the suspended staff member to whom the Commission talked really knew
what had happened to her -- just that she was no longer wanted at the
school. (One even used the word "extended" to describe what
had happened to her.)
In Conclusion
There are a number of people, both in the Department of Education and
on the Beltz campus, who really care about the education of Eskimo youngsters.
However, they are struggling with the academic and social problems at
Beltz without policy or training for the unique job of running a boarding
school for Eskimo youngsters.
If Beltz is to give a true high school education (either vocational
or academic), it can't be like any other school; but the ways and degrees
in which it should be different have not yet been established. The Commission
hopes that its recommendations and comments will stimulate creative
thought about the operation of the school.
The wonderful thing about Beltz is the students. One comes away from
Beltz hoping they will make it -- make it through the white man’s
school system without becoming less Eskimo, make it through college
(many of the students we talked to want to go to college), or into a
good job. Some of them will make it, but many won’t.
The Human Rights Commission would like to see the operation of Beltz
planned and directed in such a way that most of its students are able
to make their way in any world of their choosing.
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