DISCOVER THE WORLD & MAKE A DIFFERENCE

Round Square is based on the theories of experiential educational philosopher Kurt Hahn who believed that schools should have a greater purpose beyond preparing young people for college and university. Dr. Hahn believed that it was crucial for students to prepare for life by having them face it head on and experience it in ways that would demand courage, generosity, imagination, principle and resolution. As a result, he felt that young people would become empowered and develop the skills and abilities to be the leaders and guardians of tomorrow's world. Round Square schools are founded on a philosophy which embraces a series of six pillars or precepts which can be summed up in the word IDEALS. They are Internationalism, Democracy, Environment, Adventure, Leadership and Service. Students at Round Square schools make a commitment to addressing each of these pillars through exchanges, work projects, community service and adventure. The overriding goal is to ensure the full and individual development of every student as a whole person through the simultaneous realization of academic, physical, cultural and spiritual aspirations.

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Round Square
The Round Square Conference of Schools is a worldwide association of more than 60 schools that allows students to travel between schools and tour the country or do community service.

History
The title "Round Square" is derived from a seventeenth century building at Gordonstoun School in Scotland. The building was built in the 17th century as an estate square to house horses, carriages and equipment for the estate. It was built to a circular design of similar buildings the designer, Sir Robert Gordon, had seen on his travels in Italy. That lead to the odd name (really a paradox), the "Round Square".

Philosophy
Similar to Outward Bound, Round Square schools share an educational philosophy, based on the teachings of Kurt Hahn, that supports the growth of the "whole person". This philosophy is based upon the Round Square "IDEALS" (an acronym that represents the six pillars around which Round Square schools function)
         Internationalism 
         Democracy 
         Environment 
         Adventure 
         Leadership 
         Service 

Round Square Conference in Daly College - 2007

         
The common goal is to develop every student into a whole person through academic, physical, cultural and spiritual experiences.

There are more than 60 Round Square schools located around the globe in Africa, Australasia, Continental Europe, India, the Middle East, North America, South America, and the United Kingdom.

Seven Laws of Salem

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”. 

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. 

Internationalism
The most powerful force in advocating and promoting international understanding is exposure to different cultures. Students from all nationalities are welcomed into each school. They are taught to appreciate, value and respect all cultures, religions and languages. Students learn to see themselves as global citizens and are asked to look beyond gender, class, race, nationality and culture to understand human nature. Schools organize term-length exchanges among students, GAP students (who are pre-university, post-secondary) and faculty. Annually, delegations of students and staff gather at a member school to attend an international conference and work on solving world issues. Students are also encouraged to join international service projects.

Democracy
Teaching students both the values of democracy and the importance of active participation in democracy is essential to Round Square schools. Freedom of thought and speech is greatly encouraged and appropriate forums and channels of communication are set in place. Students are also taught to appreciate the importance of self-discipline and are trained and expected to share in the running of the school. Therefore, student government and a genuine sense of responsibility in the management of the school are goals in all Round Square schools. 

Environment
Students are taught the importance of tending to the future of the planet. Round Square students are expected to demonstrate an active interest and concern for all natural environments, to be aware of proven problems and to play a practical role in tackling environmental issues. Students are taught the fine balance and the interdependence needed to maintain a healthy relationship between human beings and the planet. Special programmes, work projects and curricula all emphasize each young person's destiny to be a guardian of human society and the global environment.

 

Adventure
Building the body and soul through adventure, meeting the physical challenge and developing an appreciation of the outdoors: these are all central to Round Square schools. Each school arranges outdoor and extra-curricular activities that challenge and strongly engage students, individually and within groups – in ways that promote personal growth and self discovery. All students are expected to participate in Outward Bound type activities which will foster a spirit of adventure and the realization that students can be so much more than they might have imagined. Round Square schools also incorporate adventure programmes for various grades into school calendars and invite students from other 
member schools to join in.

Leadership
Students are taught that true leadership is found in those whose convictions are rooted in personal responsibility, kindness and justice. Opportunities for student leadership in the school's community are fostered. Leadership roles, held by senior students, in particular, are substantial and range from management of housekeeping positions to holding key leadership positions. A high level of responsibility is passed on to students individually and collectively. Round Square committees in schools are chaired by students, and various leadership positions of consequence are shared by the students. The annual conference is an ideal forum for students to demonstrate leadership skills, both in the planning process and public administration.

Service
key method used by Round Square to prepare students for life is by the expectation of serving others. Each student is encouraged to perform a substantial number of service hours, either in school-sponsored, regional or international projects. Round Square international projects have been in existence since the early eighties, occurring in developing countries, where both staff and students from all Round Square schools work together in constructing buildings and water systems. Schools are also expected to train students in skills to help in emergency or disaster situations. To help in funding these projects, students raise money for the Prince Alexander Project Fund, to supply construction materials for the projects.