Ashbury College - Ashburian Yearbook (Ottawa, Ontario Canada)

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THE ASHBURIAN SCHOOL OFFICERS Cin-C'f1f1lr11'r1.v QI' Hn' -Sflllllll I. fl. Snuils lf XY. XYILSUN cvllflfllffl :gf flu' l3m1r1l1'r.v c'Ilfl1II in QI' lln' lilly lfuyx R. Nl. Nl. Ilrxx I. XX. I. lil-.lclwlsli M. C. BISHUI' M. lf.uuu'm.x ll. B. .I.XCHIi5l'.N IVOnllf'uHlh1' I. XY. I. K1-Lmcrlsrl B .N. Gmmls Fnolbllll C. W. XYILSUN Hnfkfy G. A. MoL1.ox' Fonlball B. N. GCJCJDIS Hofkcy S. G. GAMBLIZ B. N. GOODIS l,I'11f-l'l lx 'l'. R. HRHIHIl'..Xll S. tl. fL.xmu.1-. I'. Nm-.L-Bl-Lx'u.1-.x' I. .X. Il'CKI-ll! llnzm- C'11f2l11l'2l.w Con rm ugh! If.. H. IH-pwlmx I '1'1'1'- C'rlf1l11fIl.v R. I. Y. lluwmxn f1llllll'.V Cu pm ins Sk 1.1.71 g H. B. ,I.xCoBs1-ix C1'1'rkf't NI. F.xkR1'raI.x lI z'f0- Ca pla in .v .S'kz'1'ng C. R. CHRISTINE Crifket I. A. Trcxlak CADET CORPS Ojfcer Commandinlq CXMAJOR R. I. Y. Howxhxxlm Srfmnd in Commuml' CXCAPT. I. A. 'IXUCKICIQ Guard Commander CfLIEL'T. C. XY. Wl1.sux Adjulan! Cfc.-XPT. E. H. Dmcrmx Platoon C0mmandf'rs ,I .X .I lu. II. IM-qlcuux li. I. Y. Iluwluxxn l ' 1 I . lx. lxrm'.xN-I.I'L1pr .Ill'.k'fll1lll'l' I. CJ. fmnlcls ll. ll. -IACUISSI-lN Baxk1'lbr1ll . U. NI.xCL.xL'mx .S'ofc'c'r . NI. OUSTIQRBAAN lfIl.Ykl'lb!lH C. W. XX'11.sux I. .-X. 'IQVCKER Sorter . O. NIAcL.xL'R1x CIILIEUTS. R. M. M. Dtxx, I. D. SL'THER1.ANn, K. Cnox, P. NOEI.-BENTLEY Company Sergeant .Ilajnr Quurfcfrmastn Sergeanl WO. Il NI. C. Sm-:Nolan WO. II M. F.xxRL'c1.x Drum .Major O.C. Flag Party XXIO. II A. E. Lmcn CfI..ual'T. C. BR.n'

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6 THE ASHBURIAN THE STAFF Headmaster R. H. PERRY, B.A., Toronto, M.A., Columbia Assistant Headmaster and Director ty' Studios A. D. BRAIN, B.A., Toronto Exeter College, Oxford Senior Master L. H. SIBLIEY, B.Sc., McGill M.C.I.C., F.C.S. Ilouse Masters .S'1'n1'vr -Slilllllll J It It for tsililllllll A. B. B1Q1.cn1cR, R.M.C. ll. L. l'ol.K, BA. Kingston Dartmouth M ll stvrs A. ll. N. SNni.tsnovE, Mt. Allison University, Newfoundland Teaching Certilicate Riav. K. B. MoNKs, B.Sc.CAgr.J, McGill, University of Toronto CSchool Chaplainl AI. hl. MARLAND, A.C.P., Dip.Ed., London, English Teaching Certificate, Mate's Certihcate of Competency, Merchant Navy -I. F. PovEY, B.A., MA. University of South Africa W. E. SLATTIQRY, CAssistant junior Housemasterj L. I. H. SPIQNCER, BA., Sydney, Australia, State Tc-acher's Certificate QHon.J, Victoria II. S. DALTON, University of King's College R. j. ANDi+:nsoN, Army RT. College illuszff Int-:Ni-3 XVOODBURN hlus.l5nc., Bishop's, A.R.C.T., R.M.'l'. Plzysiifzfans IL. S. D. M. Boswiau., B.Sc., M.Sc., Dalhousie University, Springlield College, University of Toronto DoNA1.DsoN, B..-X., A.I.L., University of Ottawa, Trinity College, Dublin, Ontario College of Education CTorontol P. V. NICLAUGHLIN, BA., University of London I. C. PEMBER'roN, BA., Bishops' University, University of Toronto M. J. GALVIN, BA., University of Ottawa, University of Toronto M. SH15RwooD, Carleton University MRS. E. B. HUNTER, Ottawa Normal School Mus. H. S. DAt.ToN, University of Toronto Nurse- .llatrons Miss BRAY, Reg.N. Mus. lXf1tfi.H.xi.1. C. K. ROWAN-LILGG, M.lJ., McGill, lJ.C.ll., linglanil, F..X..X.l'. C. B. PETRIE, MD. Consultant Psychiatrist '1'Av1.o1t S'rA'r'r15N, M.D., Toronto Montreal Children's Hospital, Montreal Remedial Reading DR. K. R. Smax Hu rsu r .sl ss istu nt CIC R Sl'l'I'l'fllt'I.l'S Miss P. C.u.mvi-11.1. Mics. XX'.l'nx'ni-. M us.V.GlcNsm' C.txP'r. F. tl. Atutxsox

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, THE ASHBURIAN EDITORIAL .Xt the risk of pricking with a blunt pen an already perforated horse, we would like to say a few words on the topic of education. We recently listened to the views of two distinguished men of widely divergent professions and, one would have thought, of widely divergent opinions on the matter of education. One of these men is a priest, the other a soldier, yet it seems to us that their convictions on the ultimate aims of education have something in common. Some months ago that well known churchman, Bishop Sheen, appearing on television, said that in his opinion much of today's class- room 'education' Cla drawing out' of the individuall should more pro- perly be styled 'instruction' Ca piling up' of informationj. Knowledge, without an infusion of self-discipline, humanitarianism, a sense of obliga- tion and ethics the saidj, was sterile. If the standard of ethics is allowed to die out and leave a vacuum, this vacuum will be quickly filled by a standard of power. Some new l-litler, or Mussolini, or Stalin will again apply the lash of tyranny, injustice and oppression and scourge us back to a belated recognition of the difference between right and wrong. The true aim of education, he implied, was not merely to impart the knowledge necessary to earn a living, but to foster and develop the potential of a well-rounded human being. The second observation on the over-all aims of education was made at first-hand to the School by Field Marshal Montgomery during his visit of April Zlnd. ln speaking from the platform in Argyle he said in effect: l've no doubt you have heard a great deal about what you are supposed to do and what you aren't supposed to do, and most of it goes in one ear and out the other, so l don't propose to tell you very much. You must learn the subjects that are taught in class, of course, paritcularly you must be able to write clear English. Everyone should be able to write clear English. l can write clear English. People may not like what l say, but at least they can understand it. uliut there are three lessons that l think are terribly important for you to learn: First, integrity -now integrity means a lot of things, but perhaps the most important thing it means is truthfulness. Always tell the truth. Then, there is courage. There are different kinds of cour- age but the most important kind is moral courage. Stand up for your convictions of right and wrong. And thirdly, there is enthusiasm. A manis no good without enthusiasm. ln addition to everything else, turn out to be a man who can make decisions, not only make decisions, but do something about them. To this wisdom expressed by two distinguished men, we would like to add our own humble views on the aims of education. NYC believe that one of its most valuable aims is to equip us to distinguish between the trivial and the important, the tawdry and the good.