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always be part of this unique col–
lege. Under no circumstances do
we intend to allow Ambassador to
become a large rubber-stamp col–
lege- like so many institutions of
higher learoing. The mass, assem–
bly-line processes of education
must never replace personal ized
instruction. Students must never
lose their individual identity.
Ambassador, over the years,
has provided the vital, but miss–
ing d imension in modero educa–
tion. The development of charac–
ter- not the intellect only. As the
Rolls Royce factory in England
builds only a limited number of
virtually handmade, highly fi n–
ished cars, so would Ambassador
seek to produce a limited number
of thorough ly trained young
people in whom would be devel–
oped Rolls Royce-like character.
Ambassador would never seek to
mass produce large numbers of
students. Ambassador would not
aim for a cheap, inferior prod–
uct- but would aim for a superi–
or product- for the very best.
A Character Building College
Ambassador College has a fou r–
fold purpose: 1) to develop a keen
intellect; 2) to develop a strong,
healthy body; 3) to develop per–
sonality; 4) and most important of
all , develop sterling character.
Of these four (intellect, body,
personalí ty and character) char–
acter development is far more
important. Yet, in tbe average
college of today, personality and
character development is virtually
ignored. Not so at Ambassador.
"There can be no well-bal–
anced, broadening and worth–
while education," writes t he
founder and chancellor of Am–
bassador College, "where the
true
values
have been obscured from
view, where
character building
is
a lost and discarded art and minds
are filled with dead knowledge
and false materialism.
" ... The development of
the
man
himself, his
character,
right
sense of values, knowledge of the
real purpose of life and the laws
that govero happiness, peace and
abundant well-being is neglected.
Modero education commits the
crime of
developing the machine
24
while failí ng to
develop the
man.
"At Ambassador College, stu–
dents find the
true values.
They
learn the real purpose of human
life. Life takes on true meaning.
Emphasis is upon character
building.
Students acquire a weJJ–
rounded , broaden ing, balanced
education. There is not only
mind
development , but also that of
per–
sonality,
true culture, poise and
emotional maturity."
Developing the "Whole Man"
At Ambassador, things are ditfer–
ent. We are concerned, first and
foremost, with character and per–
sonali ty development- but also
realize the importance of develop–
ing the intellect. (Graduates of
other colleges may fi nd it more
difficult to make high marks in
Ambassador than in sorne of the
world's most renowned colleges
and universities.)
" The Ambassador policy is
based upon the recognition," says
Chancellor Armstrong, "that
true
education
is not of the
intellect
alone but of
the whole personali–
ty-not
alone of technologies,
sciences and arts, but an under–
standing of the purpose of life, a
knowledge of the
spiritual /aws
which govero our lives, our God–
relationship and human relation–
s hips. Not a memorizing of
knowledge alone but a thorough
training in self-discipline, self–
expression,
cultural
and
charac–
ter development.
Not book learn–
ing only but broadening travel
and experience; not only hearing
and learojng but doing.
" In other words," concluded
Chancellor Armstrong, "the cur–
ric u la [at Ambassador] are
planned to give students a broad,
cultural background- a
founda–
tion
for the art of living happily,
usefully, successfu lly, abundant–
ly. Hence the emphasis upon
character building
and spi ritual
development is aptly stated in the
Ambassador motto: 'Recapture
True Values ' "
(Bullet i n of
Ambassador College.
1966-67).
Today, the handwriting is on
the wall of Westero civilization.
And it is modero educational
institutions that are, in large mea-
sure, responsible for failing to
teach young people the right
moral values.
Look at the fru its
of our modero educational sys–
tems: soaring c r ime, rampant
immorality {homosexuality, hus–
band and wife swapping, poroog–
raphy, cheating, lying) .
To further illustrate: A recent
a r ticle entitled, "The Games
Teen-Agers Play," reveals Amer–
ica's slide into immorality: "The
latest figures ... ind icate that
nearly 50 percent of the nation's
10.3 mill ion young women age 15
to 19 have had premarital sex.
The percentage has nearly dou–
bled since Zelnik and Kantner
began their surveys in 197 1"
(Newsweek,
Se ptember 1,
1980).
' 'One disturbing consequence
of this advanced sexuality is that
teenage pregnancies are epi–
demic: 1 million teenage gi rls–
one out of every l 0-get preg–
nant each year. Statistics in a
1977 study show that 600,000
unwed teenagers were giving
birth each year, witb the sharpest ,
increase among those under 14.
Vene r ea l disease is r ampant
among adolescents, accounting
for 25 percent of the one million
reported gonorrhea cases every
year " (ibid.).
Modero educators (whether in
the schools or colleges) are ham–
strung when it comes to teaching
"old-fashioned morals"-like the
Ten Commandments. " In many
schools [and colleges], any men–
tían of
morality
or emotion is for–
bidden"
(Newsweek,
September
1, 1980).
Telling lt Llke lt ls
But at Ambassador College, wc
tell it like it is. We are not afraid
to brand evil as such. We are not
afraid to cal! lewdness "sin"–
since the Word of God, the only
true foundation for a proper edu–
cation, reveals the truth about
what sin is. "For sin is the trans–
gression of the law [of God] "
(I John 3:4). Sin is breaking any
o ne of the T e n Command–
ments- lying, stealing, commi t–
ting adultery, murdering, etc.
Can you now see why the main
emphasis at Ambassador College
The
PLAIN TRUTH