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Page 5 text:
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T h e A r 9 u s N 1 u 9 m 7 b 1 e r 1 9 8 7 n 2
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Page 6 text:
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The Headmaster ' s Message As I sit down to write a message to the Argus for this year, two facts with respect to our school - stand out much mote brightly than all the rest. The first is how very fortunate we are at Appleby to have so many Old Boys and friends, who have been so extraordi- narily generous in assisting us to provide outstanding educational facilities for our boys; facilities in fact which, as a whole, are second to none at the secondary school level in this country. The second is the great obligation, which the support of our friends demands of us at the school; the obligation to develop fully all our capacities so that we, as a com- munity, may make the maximum contribution, of which we are capable, to the training of future generations. We as teachers surely have specific roles to play in this. Our job must be to help our boys to grow, to stimulate and to interest them, to stretch them, to give them all the fun and satisfaction of using their capacities to the fullest, to give them a vision of greatness, and to nurture them into the fullness of manhood which God has planned for them. Specifically, as a basis for these objectives, however, we must teach them the need for a disciplined approach to any endeavour, and we must harden them up physically and mentally. It must be obvious that life in our country is not as hard as it needs to be for our young people, if they are to develop the robustness which will be required to meet the challenges of the years ahead. Physically, life today is hard for only a few. We do not work as generations not far re moved from us did; we do not walk and climb and carry and struggle as they did. In a sense possibly we can be grateful for this; but at the same time we must recognize that something valuable has been, or can be, lost - toughness, endurance, the ability to take it. We - both staff as teaching examples and the students who will respond to sincerity - need the hard, the difficult, and the
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