Ashbury College - Ashburian Yearbook (Ottawa, Ontario Canada)

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, fi' '1 l-lEADMASTER'S MESSAGE As Headmaster, l am frequently asked by prospective parents and students to explain the merits of an education atAshbury. ln so doing, I am aware that in the hective day-to-day life of the School we seldom have an opportunity to discuss and review our philosophy with our present parents and students. This occasion presents an ideal opportunity for me to reaffirm the philosophy underlying an Ashbury Education. The first objective of Ashbury College is to provide the best possible education for its students. Such a statement might appear to be unnecessary until we recognize that Ashbury's definition of education extends beyond simply the pursuit of scholastic excellence. It is much more than that. lt includes those learning processes associated with the development of character and values and the essential and complementary attributes of physical health and personal fitness. Our philosophy views education as a process integrating the multiple aspects involved in the students' personal growth to produce a balanced and principled young person capable of meeting a diversity of future challenges: ethical, intellectual, emotional and physical. To achieve these objectives an Ashbury education must be, by definition, a liberal one. This philosophy serves as a guide for our academic program which is neither narrowly specialized nor incoherently diverse, but con- centrates in substantial depth on the basic disciplines. It recognizes knowledge as a basic unity and not as a fragmented mosaic of unrelated learning experiences. Free and creative enquiry is actively fostered within an atmosphere of order and intelligent restraint. DEDICATION '82: AN ASHBURYEDUCA TION The success of Ashbury's objectives is dependent upon the student's understanding of the principles and standards to which the School adheres. To achieve the necessary balance between the authority exercised by the faculty and the expected behaviour of the student, Ashbury seeks to install those standards which promote within the student a sense of responsibility for governing his own conduct and developing and maintaining the highest level of academic, aesthetic, athletic and social standards. In our experience, the growth of the individual student, his sense of identity and self-esteem originate from his developing capacity to accept shared responsibilities and his willingness to contribute to the life of the School. A.M.M it

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