Fad

67:4.1When the fi­nal roll was called, the cor­po­real mem­bers of the Prince’s staff were found to have aligned them­selves as fol­lows: Van and his en­tire court of co-or­di­na­tion had re­mained loyal. Ang and three mem­bers of the food coun­cil had sur­vived. The board of an­i­mal hus­bandry were all swept into re­bel­lion as were all of the an­i­mal-con­quest ad­vis­ers. Fad and five mem­bers of the ed­u­ca­tional fac­ulty were saved. Nod and all of the com­mis­sion on in­dus­try and trade joined Cali­gas­tia. Hap and the en­tire col­lege of re­vealed re­li­gion re­mained loyal with Van and his no­ble band. Lut and the whole board of health were lost. The coun­cil of art and sci­ence re­mained loyal in its en­tirety, but Tut and the com­mis­sion on tribal gov­ern­ment all went astray. Thus were forty out of the one hun­dred saved, later to be trans­ferred to Je­ru­sem, where they re­sumed their Par­a­dise jour­ney.

66:5.94. The fac­ulty on dis­sem­i­na­tion and con­ser­va­tion of knowl­edge. This group or­ga­nized and di­rected the purely ed­u­ca­tional en­deav­ors of those early ages. It was pre­sided over by Fad. The ed­u­ca­tional meth­ods of Fad con­sisted in super­vi­sion of em­ploy­ment ac­com­pa­nied by in­struc­tion in im­proved meth­ods of la­bor. Fad for­mu­lated the first al­pha­bet and in­tro­duced a writ­ing sys­tem. This al­pha­bet con­tained twenty-five char­ac­ters. For writ­ing ma­te­rial these early peo­ples uti­lized tree barks, clay tablets, stone slabs, a form of parch­ment made of ham­mered hides, and a crude form of pa­per­like ma­te­rial made from wasps’ nests. The Dala­ma­tia li­brary, de­stroyed soon af­ter the Cali­gas­tia dis­af­fec­tion, com­prised more than two mil­lion sep­a­rate rec­ords and was known as the “house of Fad.”

66:7.6Fad spon­sored the Dala­ma­tia plan of teach­ing that was car­ried out as an in­dus­trial school in which the pupils learned by do­ing, and through which they worked their way by the daily per­for­mance of use­ful tasks. This plan of ed­u­ca­tion did not ig­nore think­ing and feel­ing in the de­vel­op­ment of char­ac­ter; but it gave first place to man­ual train­ing. The in­struc­tion was in­di­vid­ual and col­lec­tive. The pupils were taught by both men and women and by the two act­ing con­jointly. One half of this group in­struc­tion was by sexes; the other half was co­ed­u­ca­tional. Stu­dents were taught man­ual dex­ter­ity as in­di­vid­u­als and were so­cial­ized in groups or classes. They were trained to frat­er­nize with younger groups, older groups, and adults, as well as to do team­work with those of their own ages. They were also fa­mil­iar­ized with such as­so­ci­a­tions as fam­ily groups, play squads, and school classes.