Ashbury College - Ashburian Yearbook (Ottawa, Ontario Canada)

Page 11 text:

SP4

Page 10 text:

MESSAGE FROM THE HEADMASTER As we enter the summer of 1986, I have to reflect back on twelve years of working at Ashbury College, both as a teacher and as Headmaster. During that time the school has seen many developments as the institution has grown and changed in character. The student population has increased significantlyg the School has embraced the International Baccalaureate programme and has admitted girls in the last three grades, the new gymnasium has been built and the Library expandedg Theatre, Music, Outdoor Education, Computers, have all grown in stature during these years and the potential for further growth and improvement seems to be endless. These changes all take their toll in terms of energy, time and money, and yet I sense that the real character of the College and the real service that we provide, has not changed that significantly. The success of an institution must be based not only upon how efficiently the operation is managed but more upon how the balance between the many pressures and commitments is maintained. Over the years, institutions and societies evolve, and this is very true of Ashbury College. Throughout our history, we have established an image of discipline, structure and order. Our graduate is expected to be well mannered and intelligent. Our clientele is seeking a small school with a genuine concern for the student, a strong sense of community, a rigorous academic programme, and a demanding and structured environment. With this kind of image, it would, therefore be all too easy to set down precise regulations, orders and directives, work schedules and requirements. Such discipline and structure could lead to rigidity and inflexibility, but this is not the Ashbury way. At the other end of the spectrum, we could bend over backwards to be flexible, democratic, and liberal. t students must be given freedom, room to breathe! 7, and this would seem too easy. To take away all rules and regulations, to remove all structure, and to appeal to the good sense of the individual has its attraction. For administrators and teachers, such an approach might be less bur- densome. So each of the two extremes, order and discipline and unstructured freedom , have their supporters. To follow the middle ground, which is the Ashbury way, is unquestionably the most difficult route. Not everyone will agree as to where the balance should be found. In fact, no two people will be unanimous in this regard and I feel this is most healthy. To find the balance requires thought, sensitivity and judgement. Young people must be made to realize that there are bounds to all activities and they must develop the good judgement to work within these bounds in order to learn how society works. Each institution has to assess how much freedom and how much structure the students require. I believe at Ashbury we have a group of students who, by and large, are sensitive, understanding and respectful of the in- stitution. They appreciate the need for structure yet they respond most positively to being given responsibilities and freedoms. Increasingly students are organizing and running activities at the School and this reflects on both their abilities and the respect we have for them. The fact that we continue to struggle ceaselessly to seek this balance keeps us active and vibrant, alert and critical. The changes that have occurred in recent years are not as im- portant as the motivation that has led to these developments. This motivation is based upon the need to improve whilst at the same time to respect what has gone before, and furthermore one must constantly consider the impact of change on others. John Davidson Rockerfeller, Jr., stated: I believe that every right implies a responsibility, every op- portunity, an obligation, every possession, a duty. We at Ashbury have an opportunity Cno, an obligationj to maintain the balanced programme whereby our students can learn to think and to understand each other, while taking the respon- sibility and developing the initiative that is so needed if we are to continue to enjoy the rights and freedoms of our community. Ashbury has had a significant impact on my own philosophy and will always have a special place in my heart. The College will unquestionably continue to thrive and develop, searching always for the best balance and providing a stimulating and appropriate education to the students we are privileged to serve.

Page 12 text:

CHI-RHO FELLOWSHIP Chi-Rho Fellowship? What the heck is that? This was a very common question at the beginning of the year as the Ashbury College Chi-Rho Fellowship started up for the first time. The aim of the group was simple - to promote fellowship, worship, edificatoin and work Cnot necessarily in that orderj in the school. Headed by Rev. Jeep Green and a ten person executive committee, Chi-Rho started out its first harrowing year. When the executive first met, we decided to hold six f'festivals , each consisting of a Friday night get- together and a Sunday service and workshop. That seemed fair enough, and Jeep told us about what he planned to be our first festival - a harvest square danced!! Ouch! At the beginning of the year we announced Chi-Rho as a Christian fellowship group, and when we decided to hold a square dance, needless to say, we were thought of as square bible bashers and were the target of square jokes . This was not a good start for certain, and only because of the strength of the whole group were we able to stick together and continue. Friday nights after that were usually small gatherings at our president, Virginia '5 home. The gatherings were small, and gradually grew as people began to join and enjoy what we were about. Sunday mornings were the educational part, consisting of a workshop on many topics ranging from peer pressure, to sexuality and the teenager, to the teenager and food. The programs were directed towards the teenager and the problems teens face in this day and age. The seminars were well directed, I feel, and definitely educated me, as many of my colleagues, in an informal, usually enjoyable manner. Sunday mornings were also our worship days tof coursej when we held a holy eucharist and com- munion, usually reflecting a special occasion, such as Easter. Many of us actually took part in the services, which helped bring the congregation of students and the clergy closer together. During the final term, Tuesday afternoons became edification days, when we showed films and had discussions afterwards. Again, emphasis was put on the teenager in what were enjoyable afternoons after school when friends could get together and talk heart to heart about touchy issues of concern. All of this led to a huge banquet and dance at the school in semi-formal style. Having planned to do something of this sort from the establishment of Chi- Rho, the surprise news of Mr. Macoun's leaving this year also lent to a purpose for the dinner. May 9, 1986 was a night to remember as we held a dinner in I l 'x,v'