|
Introduction |
Last Revision: 23 February, 2005
| The Aims of Hebron School |
Hebron School is an independent, international Christian residential school. Recognising the value of each individual in the community and believing that the best foundation for life is a personal relationship with Christ, its aims are:
To provide excellent educational opportunities through an academic curriculum and a wide range of extra-curricular activities.
To provide a personalised, caring, family-based environment.
To encourage students to strive for excellence and to develop to their full potential in all areas of their lives.
To challenge students to work out the focus and direction of their lives in preparation for life after school.
To foster a genuine respect for others and to inspire the school community to live in the service of God and others.
To serve the neighbourhood and wider community.
To provide a resource for Christian workers in Asia, and business communities requiring an international education for their children.
| Situation |
Hebron School is in the town of Ootacamund or Udagamandalam (Ooty), which is known as 'The Queen of the Hill Stations' in the Nilgiri Hills, situated at 2200m (7500ft), above sea level. The town dates back over 200 years to when the British chose it as the summer seat of the Madras government, because of its temperate climate.
Hebron is delightfully situated in 20 acres of wooded grounds of Lushington Hall, a nineteenth century bungalow. The grounds overlook the Government Botanical Gardens and provide a setting of great beauty, whilst from the hills above the School a panoramic view can be seen over The Nilgiris.
| Students |
The current enrolment of 358 students consists of 165 girls and 193 boys (274 resident and 84 day students). Entry is usually from Std 3, age eight (Staff children enter at age five) in Junior School, and most students progress through the school to the Higher Secondary stage when they sit for 'A' and 'AS' levels GCE (Cambridge) at age eighteen.
Standard
Number of students
1-6 (Junior School)
90 7-9 (Middle School)
105 10-11 (Secondary IGCSE)
94 12-13 (Higher Secondary 'A' Levels)
69 The school has an all-ability intake (there is no entrance examination) although some testing is undertaken if there is doubt as to a student's capacity to cope, but the children are generally in the top fifty per cent of the ability range. The courses are mainly academic.
The student body represents 22 countries and a variety of cultural and religious backgrounds. 39% of present students are Indian and 61% are other nationalities (see below).
American
32
Australian
22
Korean
23
Bangladesh
5
Malaysian
10
British
61
Nepali
3
Canadian
10
New Zealander
7
Dutch
1
Nigerian
2
French
2
South African
2
German
12
Sri Lankan
2
Ghanaian
1
Swedish
1
Indian
154
Swiss
1
Irish
1
Thai
4
Staff |
Staff members are recruited from UK, India and other Commonwealth or western countries. They enter India with a sense of God's calling and a life commitment to Jesus Christ as Saviour and Lord which are essential for this work.
Most staff work at Hebron from three to seven years, and long term commitment is encouraged. Where necessary, shorter terms are negotiated. Each term a number of 'International Guests' (some school-leavers and some recent graduates) base themselves at school for four to six months. They assist staff in appropriate ways.
The school supports the local Union Church, which is nondenominational and evangelical, although some staff and senior students also attend St. Stephen's CSI.
Staff members receive board and lodging, medical attention, and help with their dental and ophthalmic treatment. They also receive local salaries. The school will assist staff to find help from supporting groups for their fares and supplements to their school salaries and for expenses during furlough, as well as help with National Insurance payments or their equivalent. Accommodation consists of bed-sitters for singles and small flats for married couples.
Most of the simpler amenities taken for granted in the West are available (e.g. running water and electric light), but there may be some surprising gaps (e.g. personal transport is extremely expensive, although public transport is cheap). The food is part Indian, part European; it is good, but institutional. Meals are generally taken communally except in the case of families for whom it is sent ready-cooked to staff quarters. In the case of married staff, both husband and wife are expected to work, the husband full-time and the wife as family demands permit. Up to two children per family are given free education.
| Work |
The chief work of the school is naturally the care, at every level, of children in a boarding school situation. The children are cared for in dormitory groups according to age. Younger children may be under the care of a single house mother, but older children are usually cared for by a married couple acting as house-parents. There is a school nurse and caterers are in charge of domestic staff and food.
The academic side of the school is arranged so that the primary classes each have a teacher and senior classes have subject teachers. Teachers all have out-of-school duties - supervision of games, meals, prep, etc. In all their work staff members are primarily endeavouring to run an efficient educational establishment, albeit one with a marked Christian emphasis and influence. In this way they make their distinctive contribution to many forms of service in India and beyond.
| Conclusion |
Most people find that the work of the school calls for longer hours and greater versatility than an equivalent job at home might do. The demands of the situation accentuate the problems of 'small community life'. However the rewards are great. The children are responsive, the parents appreciative and the experience of working together as a team in service to the cause of Christ in India is a satisfying one.
