A Research-Based Approach on the Education of Plane-Souls

This document has been contributed by: Anní Silverhand

Content Warning: Legal kidnapping of children, indoctrination, mild human experimentation

Purpose

This research paper was written in 1970 by Anní Silverhand, member of the Æther Foundation. Much of the methodology of the research was done by Dr. Cain Temple, while Anní Silverhand carried out questionnaires as well as wrote the paper itself. The study was intended to allow Temple to continue his research, despite pushback he was receiving from parents. This paper, once verified and published, allowed him to continue his activities with the backing of the Cobalt Sun, an organisation which he himself was a part of.
Later on, Silverhand and their third collaborator, Luthor Irongrip, became members of the Fundamental Circle of Aether which provided funding and guidelines to their research, giving them the majority in that circle and the ability to ensure that what Temple was doing was unable to be stopped in a legal capacity.

Document Structure

Clauses

The contents of the document are separated into seven major portions: the abstract, which provides a summary of the study, followed by an introduction of the concepts leading up to the start of the research. The next section is the methods, which details what occured during the study itself (or, at least, what was put on paper), followed by an analysis of the results. There is then a discussion of the meaning, limitations, and implications of these results, followed by a section dedicated to the figures used in the paper, and finally the external references.

Caveats

Some notable aspects of the research can be found in the contract provided to parents. There is some evidence that many of the parents were coerced into signing it by either Irongrip or Temple himself, and the contract itself gives legal guardianship of the child to the Foundation. Looking closer, one can find that the contract gives the foundation the ability to, under certain circumstances, deny visitation rights to the parents of children in the Foundation, serving to further isolate the children from the outside world, and allowing the Foundation to remain secretive.
Some of the devoted parents who were able to make each yearly scheduled meeting were monitored carefully during their visits, kept to certain portions of the Foundation and permitted to speak to their child with an additional researcher in the room - typically Temple himself, who claimed that sitting in on these meetings helped to further the research. Instead, his presence was to intimidate the children into not admitting to their parents what was truly going on in the Foundation. The children were often told ahead of time that, since their parents sent them here, their parents would not want to take them back. This served as enough to squash all hope of being taken away by their parents - if that had even been legally possible.

Publication Status

This document is accessible only to members of the Cobalt Sun, under loan from the Fundamental Circle of Aether. This meant that Temple could claim that the document was publically available to cite it in policy changes, while still denying access through his insider status in his circle to anyone he did not want to have access to the document.

Legal status

The document holds legality under both the Vechian government, as well as within the laws of the Cobalt Sun. The agreement signed by the parents was airtight, and even parents who did try were not able to get their children back. Those who were particularly insistent on creating problems for the Foundation had a tendency of disappearing overnight.

Type

Report, Scientific

Location

Solorim Mountains

Authors

• Anní Silverhand
• Dr. Cain Temple
• Luthor Irongrip

Signatories (Organizations)

• Fundamental Circle of Aether

Contents

Cite this article: Silverhand, A., Temple, C., and Ironhand, L. "A Research-Based Approach on the Education of Plane-Souls." Publications of the Circle: Fundamental Circle of Aether. 1970 Nevelil 31.
Keywords: Plane-soul, Elemental, Child development, Psychology

Abstract

Plane-souls are a distinct species of sapients, with the unique feature that their souls are not native to the plane that they live on. This is known to cause confusion and stress in developing plane-souls, and a solution to this stress has been proposed in the form of plane-soul exclusive boarding schools filled with peers. This solution has become known as the Æther Foundation, which this study reports on the efficacy of. For the past 8 years, the Foundation has been closely monitoring the development of such plane-souls, and this research has shown a boost to self-esteem, magical ability, sociality, and compliancy, as well as a decrease in confusion and stress. These findings point towards the benefits of a removed environment dedicated to the teaching of plane-souls, as the best way for their development and education.

Introduction

Plane-souls are an interesting species, biologically. This is a subjective take, of course, but unlike species such as the dwarf or the halfling, plane-souls are not particularly biologically similar to one another. The similarities within plane-souls solely lies in the individual's soul, native to the elemental planes.¹
This is cause for some concern, in the species' psychology. The way that the species develops is vastly different from the majority of sapient species², and is something that needs to be accounted for in their growth.
In recent years, there has been an issue of plane-soul children being neglected in their homes.³ This is not a fault of the parents, however; non-plane-soul parents are simply incapable of properly caring for their plane-soul children. This has had many negative effects on the children: a sense of otherness from their communities, stunted development, and a lack of connection to the Weave.⁴ This can lead to complications such as manifested dangerous elemental capabilities, uncontrollable by the plane-soul, causing a stress response in the individual that can be ever-present in childhood, causing further mental distress.⁵
There have been solutions proposed to this issue, one such from Dr. Cain Temple, Spellmaster Archmage of the Fundamental Circle of Aether. Thanks to the plasticity of the developing brain and other biological systems, the neurobiological response to chronic stress can be buffered and even reversed, especially when intervening early in these children’s lives. This provides a compelling justification for the upbringing of plane-soul children outside of their own homes, as their unfamiliar elemental abilities have been shown to cause stress that cannot be relieved by their parents.³ This is a potentially life-saving practice.

Methods

Participants

The Æther Foundation was established in 1961, and began to accept students in 1962. These students were collected from homes across Vehasi, from consenting parents who signed the document detailed in figure 1. Children selected were those aged 0 to 4 years of age. The exact demographics of the selection are detailed in figure 2; subject names and names of families have been excluded for privacy reasons. Some students were found at orphanages, and the associated papers were signed by the orphanage staff.
Figure 1: Consent Form

Study on the Education of Plane-Souls: Parent/Guardian Consent Form

Primary Researcher: Anní Silverhand
Additional Researchers: Cain Temple, Luthor Irongrip
Primary Researcher: Study on the Education of Plane-Souls

We are asking you to participate in a research study called "Study on the Education of Plane-Souls". We will describe this study to you and answer any questions that you may have. This study is being led by Anní Silverhand, accreddited Mage of the University of Solimé. Additional researchers are Dr. Cain Temple and Luthor Irongrip. This study is being funded by the Fundamental Circle of Aether of the Cobalt Sun. Information on the associated researchers and organisations is attached.

This study is anonymous. If you choose to participate in this study, your name(s) as well as your child(ren)'s name(s) will be kept private.

Purpose of the Study

The purpose of this research is to provide a stable environment for development of plane-soul children, such as yours. Prior research (attached) has shown that plane-soul children growing up in environments without other plane-souls causes distress, confusion, detachment, chronic stress, and other mental hinderances. This research is focused on discovering a method of mitigating these developmental blocks in plane-soul children to allow them to reach their full potential. If you allow your child to participate, we will accept them to our academy, known as the Æther Foundation, a boarding school located in the Solorim Mountains.

Benefits & Risks

Allowing your child to participate in this study will ensure them a warm shelter, permanent residence, nutritious food, schooling, and an environment filled with similar peers. The foundation will provide each of these things, to ensure a healthy and wholesome environment for all children involved. Course material has been adapted from the typical standards of learning.
When enrolling your child in the Foundation, you will be signing legal guardianship and responsibility of your child to the Foundation. This is in the case of medical emergencies, so that the Foundation is able to properly care for your child, and so that the Foundation is able to submit legal documents regarding you child and their education.
Parents will be given yearly visitations, as well as have the opportunity to apply for additional visiting sessions; the Foundation reserves the right to refuse requests on the grounds of time constraints or interruptions of the children's education. Visiting sessions will occur in the entrance room and the library of the Foundation, so as to minimise disturbances to the other students. Parents will be given a tour of the facilities upon request before the commencement of the study. Please note that if you opt out of your yearly visitation you may not be provided with further yearly visitations; you will still be able to apply for additional visiting sessions. The Foundation maintains responsibility of scheduling these sessions.

There are no known risks to your child that will come from participating in this study.

Incentives for Participation

If you choose to volunteer your child for participation in this study, you may be entitled to financial compensation of up to 500 Lionis, over the span of 100 months. Eligibility for this payment depends on mean household income in the child's primary home. A form to claim this compensation has been attached.

Please sign below if you are willing to volunteer your child for enrollment at the Foundation.
Print Name: _________________________
Child's Name: _________________________
Signed: _________________________
Date: _________________________

There are 32 total participants. Of these participants, 13 are Earth-souls, 9 are Water-souls, 6 are Air-souls, and 4 are Fire-souls. There are 18 males, and 14 females. This is fairly representative of the greater plane-soul population, with around 34% (compared to our 41%) of plane-souls being Earth, 31% (compared to our 28%) of plane-souls being water, 21% (compared to our 19%) of plane souls being Air, and 14% (compared to our 12%) of plane souls being Fire.
Figure 2: Participants

Note: the ages listed in the fourth column are the ages of the subjects in the year 1962.

	Element	Sex	Age	Additional Notes
1	Earth	M	1	Biologically related to 2. Shows flighty tendencies.
2	Earth	F	1	Biologically related to 1. Shows protective tendencies towards 1.
3	Fire	F	0	Exhibits shyness and a quick wit.
4	Air	M	4
5	Earth	M	2	Does not pick up on context clues easily.
6	Water	F	3
7	Air	M	0	Shows incredible loyalty to the Foundation
8	Earth	M	2
9	Earth	M	1
10	Water	F	3
11	Earth	F	4
12	Water	M	1	Shows incredible elemental talent. Is creative in his methods.
13	Air	M	1	Had to be separated from his peers on multiple occasions due to moderate aggression.
14	Earth	M	4	Highly sociable, protective of friends. Shows high logical intelligence.
15	Fire	M	3	Exhibited stubborn tendencies.
16	Water	M	0
17	Earth	M	2
18	Water	F	1
19	Air	F	2
20	Earth	F	1
21	Earth	F	1
22	Air	F	2	Argumentative.
23	Water	M	3
24	Earth	M	3
25	Earth	F	1
26	Fire	M	0	Argumentative, resisting all attempts at teaching him any of the course content. Had to be tutored separately on multiple occasions.
27	Water	F	1	Shy, but talkative when engaged in conversation.
28	Earth	F	4
29	Water	M	2
30	Air	M	4
31	Fire	F	3	Enjoys sparring with the other students
32	Water	F	2

Procedure

Over the 8 years of the study's course thus far, the researchers have measured each participant's self esteem, peer sociability, satisfaction with education, and satisfaction with the foundation. This was done in part through observation, and in part through asking the questionnaire detailed in figure 3. The responses to the questionnaire were recorded over the course of the 8-year period, and observations were recorded when applicable. Certain outliers have been excluded from the results of the study due to antagonistic behaviour towards the researchers.
This questionnaire was asked weekly as soon as the students were capable of accurate communication, and students were pulled aside for individual answers. Questions were asked verbally, and the verbal answers of the students were transcribed onto paper.
Figure 3: Questionnaire

I am going to ask you a series of 29 questions, which I expect for you to respond to with as truthful of an answer as you are capable. For the first 14 questions, you will be asked to respond with a value from one to five, one meaning "strongly disagree", and five meaning "strongly agree". For the following 8 questions, you will be asked to rate certain things on a scale of one to ten, with one being the lowest score, and ten being the highest. For the remaining 7 questions, you will be asked for open-ended input.
Please repeat these instructions.

For the following 14 questions, you will be asked to respond with a value from one to five, where one means "strongly disagree" and five means "strongly agree". Please refrain from any additional comments.

1. I feel confident in my learning capabilities.
2. I feel confident in my magical capabilities.
3. I feel confident in myself as a person.
4. I feel welcome among my peers.
5. I have been able to make friends within the Foundation.
6. I feel ostracised for my abilities.
7. I feel ostracised for my capabilities.
8. I have access to adequate learning resources.
9. I have access to adequate food, shelter, water, and other neccessities.
10. I feel comfortable with the Foundation students.
11. I feel comfortable raising my concerns to other students.
12. I feel comfortable with the Foundation staff.
13. I feel comfortable raising my concerns to the Foundation staff.
14. I feel at home at the Æther Foundation.

For the following 8 questions, you will be asked to rate certain things on a scale of one to ten, with one being the lowest score, and ten being the highest. Please refrain from any additional comments.

1. My learning capabilities
2. My magical capabilities
3. My relationships with my peers
4. My relationships with the Foundation staff
5. My self-esteem
6. My safety
7. The Foundation's facilities
8. The Foundation's concern for the well-being of its students

For the remaining 7 questions, you may answer however you wish to, or elect not to answer. If you elect not to answer, please say the words "I elect not to answer that question".

1. How are you feeling?
2. What are your thoughts on your classes?
3. What are your thoughts on your peers?
4. What are your thoughts on the learning environment promoted by the Foundation?
5. What are your thoughts on the social environment promoted by the Foundation?
6. What are your thoughts on the Foundation as a whole?
7. Are there any additional thoughts you would like to share, about anything?

Results

At the end of the 8-year period, the resulting data was consolodated and analysed. The each question on the questionnaire was classified into one of the following categories: self-esteem, peer sociability, education satisfaction, Foundation satisfaction, and general student well-being. The obervational data was turned into numerical data, also towards these categories. Analysis was run by an unrelated third party to eliminate experimenter bias.
Once the data had been converted into usable numerical values, it was then used to extrapolate percentages, to be visible in a more presentable format. The associated table is in figure 4, below.
Figure 4: Analysis

	Year: 1	2	3	4	5	6	7	8
Self-Esteem	76%	68%	70%	87%	81%	83%	89%	88%
Peer Sociability	56%	89%	91%	90%	98%	89%	91%	81%
Education Satisfaction	78%	69%	77%	82%	88%	97%	83%	99%
Foundation Satisfaction	58%	61%	73%	88%	91%	99%	97%	99%
Well-Being	81%	73%	69%	80%	87%	83%	94%	96%

As shown in the figure, while there was a bit of a dip in each of the categories for the first two years. After this, the percentages of each of the categories of well-being, satisfaction, self-esteem and sociability began to see a steady increase.

Discussion

The data collected in this study points to a clear answer: the solution to the plane-souls' developmental issues is to allow them a community in which they are able to be themselves. This allows them to interact with one another, as well as learn in a controlled environment more conducive to their success. This increases general well-being of the students, decreases stress levels, and allows for a higher quality of life.

Limitations

Admittedly, this study was on a much smaller scope than originally anticipated. A larger group of participants would have been ideal, though the amount of participants initially recruited was enough to conduct the study. Even after removal of outliers, there were still 29 participants, which was realistically as many within the proper age range as was possible.

Implications for Future Research

This study provides a framework for future research regarding not only the development of plane-souls, but their education, as well as their magical capabilities. This information shines a new light on previous research on the magical capabilities of plane-souls, and opens a doorway for new, optimised research regarding elemental magics. The researchers of this study intend to continue this study along this path of research, provided funding is maintained by the Fundamental Circle of Aether.

Tables and Figures

Figure 1: Consent Form

Figure 1: Consent Form

Study on the Education of Plane-Souls: Parent/Guardian Consent Form

Primary Researcher: Anní Silverhand
Additional Researchers: Cain Temple, Luthor Irongrip
Primary Researcher: Study on the Education of Plane-Souls

We are asking you to participate in a research study called "Study on the Education of Plane-Souls". We will describe this study to you and answer any questions that you may have. This study is being led by Anní Silverhand, accreddited Mage of the University of Solimé. Additional researchers are Dr. Cain Temple and Luthor Irongrip. This study is being funded by the Fundamental Circle of Aether of the Cobalt Sun. Information on the associated researchers and organisations is attached.

This study is anonymous. If you choose to participate in this study, your name(s) as well as your child(ren)'s name(s) will be kept private.

Purpose of the Study

The purpose of this research is to provide a stable environment for development of plane-soul children, such as yours. Prior research (attached) has shown that plane-soul children growing up in environments without other plane-souls causes distress, confusion, detachment, chronic stress, and other mental hinderances. This research is focused on discovering a method of mitigating these developmental blocks in plane-soul children to allow them to reach their full potential. If you allow your child to participate, we will accept them to our academy, known as the Æther Foundation, a boarding school located in the Solorim Mountains.

Benefits & Risks

Allowing your child to participate in this study will ensure them a warm shelter, permanent residence, nutritious food, schooling, and an environment filled with similar peers. The foundation will provide each of these things, to ensure a healthy and wholesome environment for all children involved. Course material has been adapted from the typical standards of learning.
When enrolling your child in the Foundation, you will be signing legal guardianship and responsibility of your child to the Foundation. This is in the case of medical emergencies, so that the Foundation is able to properly care for your child, and so that the Foundation is able to submit legal documents regarding you child and their education.
Parents will be given yearly visitations, as well as have the opportunity to apply for additional visiting sessions; the Foundation reserves the right to refuse requests on the grounds of time constraints or interruptions of the children's education. Visiting sessions will occur in the entrance room and the library of the Foundation, so as to minimise disturbances to the other students. Parents will be given a tour of the facilities upon request before the commencement of the study. Please note that if you opt out of your yearly visitation you may not be provided with further yearly visitations; you will still be able to apply for additional visiting sessions. The Foundation maintains responsibility of scheduling these sessions.

There are no known risks to your child that will come from participating in this study.

Incentives for Participation

If you choose to volunteer your child for participation in this study, you may be entitled to financial compensation of up to 500 Lionis, over the span of 100 months. Eligibility for this payment depends on mean household income in the child's primary home. A form to claim this compensation has been attached.

Please sign below if you are willing to volunteer your child for enrollment at the Foundation.
Print Name: _________________________
Child's Name: _________________________
Signed: _________________________
Date: _________________________

Figure 2: Participants

Figure 2: Participants

	Element	Sex	Age	Additional Notes
1	Earth	M	1	Biologically related to 2. Shows flighty tendencies.
2	Earth	F	1	Biologically related to 1. Shows protective tendencies towards 1.
3	Fire	F	0	Exhibits shyness and a quick wit.
4	Air	M	4
5	Earth	M	2	Does not pick up on context clues easily.
6	Water	F	3
7	Air	M	0	Shows incredible loyalty to the Foundation
8	Earth	M	2
9	Earth	M	1
10	Water	F	3
11	Earth	F	4
12	Water	M	1	Shows incredible elemental talent. Is creative in his methods.
13	Air	M	1	Had to be separated from his peers on multiple occasions due to moderate aggression.
14	Earth	M	4	Highly sociable, protective of friends. Shows high logical intelligence.
15	Fire	M	3	Exhibited stubborn tendencies.
16	Water	M	0
17	Earth	M	2
18	Water	F	1
19	Air	F	2
20	Earth	F	1
21	Earth	F	1
22	Air	F	2	Argumentative.
23	Water	M	3
24	Earth	M	3
25	Earth	F	1
26	Fire	M	0	Argumentative, resisting all attempts at teaching him any of the course content. Had to be tutored separately on multiple occasions.
27	Water	F	1	Shy, but talkative when engaged in conversation.
28	Earth	F	4
29	Water	M	2
30	Air	M	4
31	Fire	F	3	Enjoys sparring with the other students
32	Water	F	2

Figure 3: Questionnaire

Figure 3: Questionnaire

I am going to ask you a series of 29 questions, which I expect for you to respond to with as truthful of an answer as you are capable. For the first 14 questions, you will be asked to respond with a value from one to five, one meaning "strongly disagree", and five meaning "strongly agree". For the following 8 questions, you will be asked to rate certain things on a scale of one to ten, with one being the lowest score, and ten being the highest. For the remaining 7 questions, you will be asked for open-ended input.
Please repeat these instructions.

For the following 14 questions, you will be asked to respond with a value from one to five, where one means "strongly disagree" and five means "strongly agree". Please refrain from any additional comments.

1. I feel confident in my learning capabilities.
2. I feel confident in my magical capabilities.
3. I feel confident in myself as a person.
4. I feel welcome among my peers.
5. I have been able to make friends within the Foundation.
6. I feel ostracised for my abilities.
7. I feel ostracised for my capabilities.
8. I have access to adequate learning resources.
9. I have access to adequate food, shelter, water, and other neccessities.
10. I feel comfortable with the Foundation students.
11. I feel comfortable raising my concerns to other students.
12. I feel comfortable with the Foundation staff.
13. I feel comfortable raising my concerns to the Foundation staff.
14. I feel at home at the Æther Foundation.

For the following 8 questions, you will be asked to rate certain things on a scale of one to ten, with one being the lowest score, and ten being the highest. Please refrain from any additional comments.

1. My learning capabilities
2. My magical capabilities
3. My relationships with my peers
4. My relationships with the Foundation staff
5. My self-esteem
6. My safety
7. The Foundation's facilities
8. The Foundation's concern for the well-being of its students

For the remaining 7 questions, you may answer however you wish to, or elect not to answer. If you elect not to answer, please say the words "I elect not to answer that question".

1. How are you feeling?
2. What are your thoughts on your classes?
3. What are your thoughts on your peers?
4. What are your thoughts on the learning environment promoted by the Foundation?
5. What are your thoughts on the social environment promoted by the Foundation?
6. What are your thoughts on the Foundation as a whole?
7. Are there any additional thoughts you would like to share, about anything?

Figure 4: Analysis

Figure 4: Analysis

	Year: 1	2	3	4	5	6	7	8
Self-Esteem	76%	68%	70%	87%	81%	83%	89%	88%
Peer Sociability	56%	89%	91%	90%	98%	89%	91%	81%
Education Satisfaction	78%	69%	77%	82%	88%	97%	83%	99%
Foundation Satisfaction	58%	61%	73%	88%	91%	99%	97%	99%
Well-Being	81%	73%	69%	80%	87%	83%	94%	96%

References

1: Temple, C. "An addendum to plane-soul literature: Biology of the body & soul", Publications of the Circle: Fundamental Circle of Aether. 1957 Nemylal 8.
2: Silverhand, A. "Differences in the plane-soul mind." Publications of the Circle: Fundamental Circle of Aether. 1955 Nevehrun 19.
3: Temple, C. "The suffering of plane-soul children, and a proposed solution." Publications of the Circle: Fundamental Circle of Aether. 1962 Netyro 1.
4: Ruithar, M. "A First-Hand Account of the Plane-Soul Experience." Publications of the Circle: Fundamental Circle of Aether. 1951 Neconozol 21.
5: Temple, C. "Speculations on the experience of plane-soul development." Publications of the Circle: Fundamental Circle of Aether. 1963 Nevisteus 6.