St James School nurtured a community of enquiry
The shuttered Joburg school anchored its philosophy in stillness, love and self-awareness.
A year ago, St James School, which was housed in a beautiful heritage building in Belgravia, Johannesburg, closed its doors. The urban degradation and high crime rate in the neighbourhood had taken their toll.
Last week, I met with John Curle, the inspiring principal who had run the school for several years and had the unenviable task, with the school board, of closing the school.
I got to know Curle as an innovative school leader in the neighbourhood and beyond. Curle reminded me that at the heart of St James School was a profound vision: 'To nurture individuals who see themselves and the world through the lens of unity and boundless potential.'
He explained that the school's ethos was rooted in the belief that all life shared in a universal essence, a consciousness described as love itself. St James cultivated an environment where character building was highly prized, facilitating the discovery of students' innate gifts while honouring the soul's call for truth in the unity of all existence.
In our meeting, Curle explained: 'At our school, the understanding was that every child arrived into the world, whole – pure, perfect and complete – their nature carrying within them the light of truth, consciousness and bliss. What they needed was the right care to help that light to shine.'
Curle explained that one of the core values, which is stillness, was sustained in an environment carefully crafted to reflect harmony, beauty and purpose. He also related that the parents and family were very important at the school, and they too were encouraged to create an environment where children thrived.
Teachers at the school led through embodying kindness, integrity and respect, qualities that were reflected by students over time. He noted that 'teachers in classrooms balance warmth with structure, blending affection and clear boundaries to nurture both empathy and discipline, the emphasis being on speaking the truth'.
Sanskrit's ancient wisdom
The curriculum drew on accumulated human history, from sacred geometry to Shakespearean verse and students engaged with art, music and literature. According to Curle, the curriculum steered clear of passing educational fads and instead focused on lasting values, using poetry, prayer and philosophical insights to inspire understanding.
'Sanskrit is a bridge to timeless wisdom and a source of inner calm,' said Curle, a Sanskrit teacher. 'Even young students begin to sense its stillness and depth – it's not just a language, but a way to centre the mind and open the heart, giving them access to a realm of intelligence that befits the human being.'
Typically, from Grade R, each day began with the gentle chant 'Śānti manasi astu' (let the mind be at peace), a soothing practice that quieted young hearts and minds, creating a space of calm, bringing them to rest and clarity of mind, before learning began.
The language's pure vowels and precise consonants, unchanged since the fifth century BCE, were more than linguistic exercises; they were tools for mental and emotional clarity.
I realised that philosophy and Sanskrit formed the heart of St James together, cultivating minds attuned to beauty, truth, love, service and resilience.
Philosophy of children
Inspired by Leon MacLaren's belief that 'philosophy is the love of wisdom, and wisdom is the true knowledge of the self', the school wove moral and ethical enquiry into every facet of learning. Recognising the vulnerability of young minds in a time of digital noise, St James prioritised nurturing a child's innate goodness.
The Philosophy for Children programme transformed classrooms into 'communities of enquiry', where open dialogue and questioning became tools to explore truth. Students grappled with ethical dilemmas, honing their critical thinking, emotional resilience and spiritual awareness.
Through stories and Socratic dialogue (dialectic), they learnt to discern choices over habits, fostering self-awareness and empathy. This practical philosophy shaped character and equipped students to contribute meaningfully to society with disciplined minds and compassion.
'Let me put it this way,' said Curle. 'As I see it, at St James we aimed to create a community grounded in purpose, always with the good of all in mind.' Curle emphasised that St James was more than just academics. 'We fostered thinkers who question deeply and care,' he explained. 'Our goal was to nurture students who excelled intellectually and engaged with the world around them with genuine compassion and curiosity.'
Morning assemblies were vital to school life. This is where the students became quiet, fostering a still mind and a peaceful heart. Meditation and reflective practices deepened self-awareness and helped students navigate relationships with empathy.
Closing the doors
When the time came for St James to close its doors, the community chose to honour its founding principles. In difficult times, there was a sense of unity, gratitude and impermanence. In its final months, the school gathered the remaining students, staff and families in assemblies with the same quiet reverence that had always defined its meetings. Even the youngest students understood that endings, like autumn leaves, make space for new growth.
On the final day, the parents, teachers and staff gathered one last time in the hall. This time, there were no words. Just a long, silent pause filled with quiet farewell.
Since the closure, I have been fortunate to meet several students from St James, who joined my school, and they truly do reflect the peace, wisdom and curiosity they developed at the school.
Curle believes that the closing of St James is not the end. What it offered, in all educational respects, was something enduring, timeless. 'The curriculum we nurtured, from academics to Sanskrit and philosophy, was rooted in unity, stillness and depth of being. It doesn't simply vanish,' he reflected. 'The seeds have been sown and … now [they] silently wait … for the right soil, the right moment, to take root and grow again.'
Johannesburg became poorer with the closure of St James, which added much to the rich diversity of our city's educational landscape. I hope that this unique school will find a new location soon, and that enthusiastic and curious voices will once again fill the hallways. DM
Dr Mark Potterton is the principal of Sacred Heart Primary School and director of the Three2Six Refugee Children's Education Project.
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