Self-help has become what may be described as the 'hall-mark' or rather the
`theme song' of Adisadel College. The School itself is the product of this
`do-it-yourself' spirit which reached its zenith in the days of Father Knight,
when his boys demonstrated their capacity for self-help by achieving what the
headmaster himself referred to as the "wholly impossible". The boys themselves
built Hamlyn House, the Acropolis and the Sanatorium.
In the mid-1930's the boys were inspired by the burning zeal and
determination of their headmaster to house them in spacious buildings. At that
time, little did they know that their humble efforts would pave the way for the
construction of beautiful buildings that would crown the lovely hills and dales
of Adisadel. These determined efforts of the boys clearly proved the adage that
"where there is a will, there is a way" and also showed that the youth are
capable of achieving much in any particular sphere of activity, when given the
right leadership, motivation and direction! It is to the credit of the
successive headmasters of the School that this fine tradition of self-help has
been maintained to this present day.
Of course, self-help activities at Adisadel has taken on varied forms and
degrees in the course of the years. Circumstances dictated by the exigencies of
the times, have determined the nature and scope of projects undertaken over the
years. For instance, in 1959, obviously in preparation for the Golden Jubilee
Celebrations in 1960, the boys were urged to put up a Sports' Pavilion, to serve
as a permanent landmark commemorating the School's Fiftieth Anniversary. With
this fine objective in view and obviously inspired by the success-story of what
the earlier generation of students had achieved before them, exactly two decades
previously, the students set themselves the task of helping to "build Adisadel".
And what is remarkable, the School's main Playing Field which the students
helped to develop is almost always the first choice as the venue for Regional
Athletic Meetings! Plucky boys of Adisadel vie with those from the other
secondary schools in the Region on the field in keen contests for laurels. Such
occasions are usually graced by the presences of distinguished guests who are
given places of honour in the gaily-decorated Pavilion.
This `do-it-yourself' activity has in recent years been extended to cover the
extra-curricular field. Saturday mornings are usually periods of general `spring
cleaning' at the School. Apart from various voluntary work, such as helping with
the chores in the kitchen and in the dining hall, working in the School farm or
doing back-yard gardening, the boys learn to play the drums, the violin and
other musical instruments, do pottery and terra cotta modeling, carving,
book-binding and stamp collecting among other extra curricular activities.
The various existing School Clubs and Societies play a vital part in the
daily life of the boys at Adisadel. Through these fraternities the boys usually
get to realise their latent talents or natural endowments and try to develop
them to their own advantage. Although the clubs and societies flourish or fade
depending on the interest or keenness of the boys in charge, and the extent of
the patronage given by the staff, those bodies when properly organised serve
useful educational and cultural purposes. The School Choir, Orchestra and the
Jazz Band, for instance, serve as the means by which those boys who are
interested in them are encouraged to develop their musical talents possibly
making musicians, composers or drummers out of them. The Drama Club encourages
the writing and production of plays.
Drama has become popular at Adisadel and continues to flourish, thanks to the
keenness of the staff who perform annual staff plays, made possible by the
creation of a permanent stage in the School Assembly Hall, complete with
lighting, curtains, back cloth and props. The students are given the impetus to
write and produce their own plays for acting. As a rule, a silver cup is awarded
annually to the School House that excels itself in putting up the best Saturday
entertainments during the year. Besides, the Debating Society has the advantage
of sharpening the wits of its members, developing public speaking or rhetoric
which Plato describes as "the art of ruling the minds of men."
There is of course the Cadet Corps for those boys who have a turn for
soldiering and who wish to settle for the Army as a career. The Boy Scouts
Association provides training for outdoor activities, self-reliance discipline
and public service.
The Scripture Union (SU) and the Students Christian Movement (S.C.M.) as
their names imply, are strictly Christian societies devoted mainly to the study
of the Scriptures and pursuit of the ideals of Christian life and thoughts in
accordance with the word of God.
A branch of the Anglican Young Peoples' Association (A.Y.P.A.), also exists
in the School and, like the Presbyterian Students Association (P.S.A.) it
directs its efforts towards working for Christ and the Church. Moreover, the
Voluntary Work Camp Association (VOLU) having as its motto "Service to All
Mankind", helps with self-help projects and undertakes clean-up activities in
nearby villages. The Red Cross Society, the United Nations Students Association
(UNSA) the Pan-African Youth Movement, formerly the `Youth Forum', are active,
though their fortunes fluctuate and so are the Historical Society and
Photographic Society. The Musical Society aims at stimulating the students'
interest in the study of music, particularly indigenous or traditional music in
the School. Then, there are the Mathematics and the Science Clubs which have the
objectives of advancing knowledge in the two respective disciplines.
Besides the School Council, there are also School Committees setup by the
Council for specific purposes aimed at streamlining or regulating affairs in the
School. All these interesting side-lights of activity at Adisadel are meant to
encourage the boys to develop diversified interests and hobbies, apart from
their normal work and play which combine to build up sound minds and healthy
bodies.
The roles of Head Prefect and House Prefects who oversee the various School
Houses, the divisions of responsibility, to make for efficient administration
and maintenance of order, discipline and fellowship in the School are all aimed
at providing training in leadership and service. The office of Prefects is a
time-honoured institution in the School, that of the Head Prefect particularly
being the most honourable, a great honour with responsibility that only capable
senior students of the School can aspire to. The annual impressive ceremony of
inducting the Head Prefect into office in the presence of an appreciative
gathering of people, including invited parents and guardians, lends glamour and
significance to this exalted office. Of course, to be able to attain to the high
office of Head Prefect in the School, a student has to be distinguished in
character and conduct as well as in scholarship. Invariably, the student has to
demonstrate qualities of leadership, a high sense of duty and responsibility.
His character and comportment should at least be such as to epitomise the
quality and dignity of the School.
Next to the Head Prefect are the House Prefects who help the House masters to
maintain order and discipline and to regularise affairs in the various Houses.
The Head Prefect, the head boy of the School, and his lieutenants, the House
Prefects, usually carry about them an aura of respectability and honour similar
to those accorded to high office-bearers in other spheres. In the Republic of
Adisadel College, the Head Prefects and the House Prefects play roles which may
be likened to those of the "Consuls" and "Pro-Consuls" of ancient Rome or to
come nearer home, in our present setting, the "Head of State" and the
"Commissioners" in charge of Ministries in the country. This arrangement enables
the `representatives' of the student-body to participate in the `Government' of
the School, and that is to say, to give the boys a say in the running of their
own School. This trend is, of course, a training in the art of responsible
government, a lesson in democracy.
Ideally, Head Prefects of the School are, in most cases, distinguishable by
their pluck, versatility and exceptional qualities of leadership as well as by
their genial and helpful spirit (the general characteristics of Santaclausians).
These attributes enable them not only to get on well with all the other boys but
also to command their respect and obedience. (For the list of Head Prefects of
the School, please see Appendix VI).
With the passage of time, there have been some changes and innovations in the
institutions of Prefects and in other aspects of life at the School.
Understandably, the older generations of Old Santaclausians would probably want
to have the status quo maintained, perhaps for "old times' sake" or for other
sentimental reasons. However against the inexorable tide or flood of change
which pursues its course relentlessly, the old order has always got to yield
place to the new.
In this context, it is interesting to note here some of those changes and
innovations that have taken place in the School during the past two decades.
Five new School Houses have been added to the original three - Hamlyn, Quaque
and Elliott - bringing the number of School Houses at present to eight, all
distinguishable by colours, namely Hamlyn (Red) Elliott (Blue) Knight (Light
Blue) Canterbury (Maroon) Quaque (Green) Aglionby (Yellow) Jubilee (Navy Blue)
and Ebiradze (Light Blue with white arm bands). The last named House, which is
the largest and the newest, is named after the Ebiradzi Stool Family of Cape
Coast from whom the land on which the School stands was acquired.
The first four Houses named above are on the main school compound known as
"Leopoldville" and the last four at "Katanga". The new Houses are all spacious
and modern in design. Each House, apart from having its own House Master who
normally lives on the spot to ensure effective supervision and control, has also
its own Common Room, furnished according to the taste of the House Prefect and
his boys and is maintained with some annual grant from the School. There is also
a House Garden in which a variety of flowers are cultivated, and kept trim by
the boys themselves. This helps to give floral charm and beauty to the School
and also to develop the boys' aesthetic sense.
Of interest is a miniature Botanical Garden, developed by the boys
themselves. Here exotic flowers and shrubs are grown and tended. The garden is
provided with seats and serves as a place for quiet relaxation and contemplation
especially in the evenings when the air is touched with the warmth of the bright
soft sunshine and the soothing songs of the birds.
The system of School Houses has the advantages of giving the boys a sense of
belonging to their respective Houses and of fostering a healthy spirit of
rivalry among them in sports and in other fields.
The student population has increased considerably in recent years and now the
total number of boys has almost hit the 1,000 mark, all boarders, except 20 who
are day students. The enormous increase in the student population has
necessitated the creation of a number of House Prefects so as to spread the
work-load involved in running the Houses evenly.
This meant, in practice, a reduction in the number of School Prefects then in
existence and the extension of the traditional ceremony of installing the Head
Prefect to the School Prefects as well. The idea is, of course, to enhance the
office of both the Head Prefect and the School Prefects.
A significant and remarkable innovation that has served to facilitate good
administration and promote healthy relations between the authorities and the
student body is what is known as the "School Senate" now called the `School
Council'. This body, consisting of the Headmaster, Assistant Headmaster, Senior
House Master and four representatives from each of the eight Houses, has the
responsibility of discussing problems that crop up in the School and seeking
solutions to them. In this way, a closer link between the students and the
authorities is maintained, thus fostering mutual understanding, co-operation and
co-ordination of efforts at the School.
The School Council serves as a forum through which the representatives of the
students make known to the School authorities their problems or any vital
matters that affect not only themselves but the School as a whole. The Council
affords the students an insight into the conduct and practice of democracy in
this context, the "government of the students by the students for the students"
or as one witty student leader chose to put it, `Aristotelian democracy', at its
best!
The Head Prefect is normally the Chairman of the Council which meets twice
every term. The Council, initiated in 1959, has many achievements to its credit.
It has been instrumental in initiating reforms and effecting needful changes and
other developments in the School. For example, it was to its credit that
arrangements made for the grand welcome reception accorded Archbishop Knight and
for the Golden Jubilee Celebrations at Adisadel in 1960 came off so
successfully.
