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AmbassadorCollege
Builds
Character
How is Ambassador College so utterly different from other colteges? What are Ambassador's
goals? ifow is it achieving them?
H
OW IS AMBASSADOR
unique
among America ' s near ly
3,000 institutions of higher
learning?
What does this college have to
offer that other colleges and universi–
ties do not-in fact, cannot-give to
their stuqents?
And why have many graduates of
prestigious institutions of higher
learning chosen to cometo Ambassa–
dor to further their education?
Why Ambassador Was Founded
Ambassador College was founded in
1947 in the graceful city of Pasa–
dena, California.
But ... what kind of a college?
After considerable thought, a-nd
much prayer, Herbert W. Arm–
strong, founder and chancellor of
Ambassador College, carne to see
that God did not want him ·to estab–
lish a "Bible college" or sorne kind of
a "theological seminary." The Great
Educator God made it clear to Mr.
Armstrong that the students of this
college of the future ought to receive
a broad, general instruction-a liber–
al arts education-not a narrow,
restricted Bible education only. Such
a liberal arts education would there–
by give students a breadth and depth
of knowledge necessary to become
real leaders for the world of tomor–
row! Tbe development of character
would be paramount.
The large assembly-line colleges
and universities were missing the
mark. The Supreme God and His
way of life were neither recognized
nor taught. Individual students all
too often lost their identities in the
shuffie to further their education.
Character development was being
negl~ted.
36
by
Raymond F. McNaír
The founder and chancellor of
Ambassador College aptly described
the dilemma that then faced (and
still faces) modern education:
"Something is criminally wrong in
education today.
"Ambassador College carne on the
world scene free from the shackles of
materialism and the errors of tradi–
tion. Ambassador has dared to recap–
ture the true values-to blaze new
trails, while retaining all that is
sound and that has been proved good
in educational experience.
"Educational institutions, general–
ly, have grown so large that regi–
mented assembly-line processes have
replaced individualized instruction.
The student has lost bis identity.
Development of personality and ini–
tiative is largely sacrificed.
"Moral bars have toppled ...
Stuffing minds with crass material–
ism, while moral, spiritual and emo–
tional development is neglected, pro–
duces lopsided, unbalanced educa–
tion and is criminally dangerous"
(Bulletin of Ambassador College ,
1966-67).
The Evolutionary Concept
The blunt truth is that the world's
educational bloodstream has been
polluted by the evolutionary theory
that life evolved without the intelli–
gent direction of a Supreme Being
who supervises His entire creation,
and controls the destinies of nations.
This wrong approach distorts much
of the education dispensed today.
But, here at Ambassador College
things are different. Here, these sig–
nificant words are inscribed in stone
over the door of Ambassador Hall,
"The Word of God Is the Foundation
of Knowledge."
We believe that the Great Educa–
ter is now smiling on Ambassador
College. But is God smiling on this
world's educational institutions to–
day? Look at the evidence.
If
one accepts the concept that
there is no intelligent, omnipotent,
all-wise Being who sits at the controls
of the universe-guiding and direct–
ing His creation-situation ethics,
permissiveness, agnosticism and
atheism are the natural result.
Much of today's curricula in high–
er education is geared to teach stu–
dents how to earn a living-how to
succeed in a chosen occupation or
vocation-but at the same time it
utterly fails to teach the students how
to live! T he "god of mammon"
replaced the true Creator God. Is it
more important to teach students •
merely how to earn
money~r
how
to live joyous, abundant, productive
lives-and earn money?
Early this year a revealing survey
was conducted among more than
l 90,000 U.S. students:
"An annual national survey re–
leased today shows that this year's
college freshmen are more interested
in power, status and making money
than at any time in the 14-year
history of the poli.
"Conducted by UCLA and the
American Council of Education, the
survey shows that nearly two thirds
( 62.7) of the 190,151 freshmen
polled said that 'being very well-off
financially' is an important goal"
(Los Angeles
Times,
January 20).
Have you ever heard of a survey
being conducted in which students
were asked how important was the
development of character?
If
tiigher education in America
is to survive at a ll , it will have to
The
PLAIN TRUTH