The Role of
The Society for the Advancement of Education believes in offering children an environment in which they will be encouraged to excel at whatever they want to do and become. A competent faculty is thus its foremost concern. Learning by doing is emphasized as a way of deep understanding and multi-disciplinary problem-solving.
However, every student of this school is also expected to be a responsible citizen and a leader of the community and profession to which she belongs. The meaning of service is not necessarily sacrifice or direct commitment to the poor. It does mean however, an absolute commitment to ethics, a pursuit of the highest standards of professional skill, an attitude of caring for nature – both living and non-living – and an empathy for those who are economically, or otherwise, less fortunate. These convictions are embedded in all decisions from the planning school buildings and facilities, to the recruitment of staff, the design of the curriculum, and the methodology of assessment.
Message from the
Whenever I think of my childhood, the faces of my parents swim before my eyes. Their involvement with us, their children, was so complete and so enveloping that one could say that our basic attitudes and interests were shaped by them. They were indeed deeply ingrained in our unconscious. It is, therefore, not surprising , that these are the ideas which we try to develop in our children in the Cambridge Schools. What we call our values and innovations were already built into the fabric of our early school education. It is a pity that a considerable number of parents today do not give thought to these.
Several generations of children and parents have passed through the portals of Cambridge Schools since the first Cambridge School came up in Dehradun in a small way in 1927 in ‘Tippera House’, the mansion of the erstwhile Maharaja of Tripura. The concept of education has undergone many sea changes since then. Learning or going to school or college meant the acquisition of knowledge and the development of character. Alongside it also meant the widening of horizons.
The wider implications of these dreams that parents nurtured for their children have gradually narrowed down to a rather petty concept of marks and status symbols.
The motto of our school “We learn to Serve” was the principle that Mr Deb lived by. At the end I would like to share a thought with our children in the Cambridge Schools:
When we walk into the sunset
Let it not be said
We lived only for ourselves
And what is our own”