DBSPTA Newsletter 2019 ver12

DBSPTA 

NEWSLETTER 2019 

ISSUE 19

DBS PTA Chairman’s message 

For the parents who are receiving this DBSPTA newsletter 

for the first time – the PTA extends its warmest welcome 

to the DBS parents community. For some parents, this 

is the last newsletter as your journeys with DBS come 

to a conclusion – we bid you farewell knowing that the 

start of your new journeys carry the same excitement as 

when you first joined the DBSPTA. We believe your sons 

have left their footprints at DBS and will soar high as they 

exercise their wings bestowed by you and strengthen by 

their alma mater, and we trust that there is no regret in 

their paths save for the six years passing by too quickly. 

This year is the 150th Anniversary of Diocesan Boys’ 

School. Its history, legacy and traditions are the 

results of one and a half century of dedication of 

its teachers, the prescient, tireless and unfazed 

leadership of 11 headmasters and last but not least 

the loyal brotherhood of generations of its old boys. 

Our sons do not just inherit what is passed down; they are 

also the authors of what DBS will be. As Headmaster Ronnie 

Cheng pointed out: “That’s the thing about DBS; there is a 

drive to always seek a higher plane.” I hope you will take 

the time to read his sharing in the article: “Extraordinary 

Achievement … Extraordinary Commitment.” 

2019 is also the 20th Anniversary of the Parents Teachers 

Association. We are in debt to the generations of PTA 

Exco (Executive Committee) and to my 7 predecessors 

for laying the foundation of the Association. As we 

progress from one academic year to the next, the PTA 

aims to build a parents community so we can walk 

alongside each other in our journeys of DBS parenthood. 

Among us are parents at various stage of this journey. 

DBS is both Disneyland and Shaolin Monastery. Dreams, 

fun, blood and sweat are the elements of our sons’ journey. 

We parents also have the same elements in our parenting 

journey. Though, a saying “one must let go in order 

for a kite to fly high” reminds us that secondary school 

parenthood is also about the art of letting go while guiding. 

Kite flying is a sport. Skillful alternation between 

releasing and retracting the kite-line helps the kite to 

scale robustly. Knowing the air current in the sky coupled 

with timely steering helps the kite to achieve and stay at 

higher attitude. Our boys are kites of different size and 

shapes. Societal influences and challenges are air current 

that can swiftly change. So I hope PTA can be a learning 

and sharing community that journey together as our 

sons transform from fledgling eaglets to soaring eagles. 

In this newsletter, I hope you can find something that helps 

you recall the fondness of the past year. Maybe it is the 

recollection of your participation in the PTA activities, or 

the voices of students, parents or teachers, or the sharing 

of our headmaster. Above all, I hope it will encourage 

you to put your own footprints in next year’s newsletter. 

Each year, the PTA organizes and participates in many 

events aiming at building the parents community and 

contributing to various aspects of the school community. 

Parents put in year-round behind-the-scene efforts, from 

the Orientation Day before the start of the academic 

year to the PTA Newsletter publication in late summer. 

I am grateful for the faithful contribution of the PTA 

Executive Committee members, the enthusiastic 

participation of the parents community as well as the 

steady support of the teachers and school staff for making 

the 2018-19 academic year an exciting and memorable one. 

Henry Wong DBS Class ‘83 

Back Row (Left to Right): 

Ms. Brenda Lai, Mrs. May Tong, Mr. Layheon Tan, Mr. Chan Ka Cheong, Mr. Erik Hellquist, Mr. Stephen Lam, Dr. Peter Lam, Mr. Stanley Cheung, Ms. MC Chan 

Front Row (Left to Right): 

Ms. Pauline Tsang, Dr. Kent Cheng, Mr. Henry Wong, Mr. Ronnie Cheng, Mrs. Sophia Chan-Yap, Dr. Lu Chak Keung, Mr. Samson Lo 

Chairperson : Mr. Henry Wong 

Vice Chairperson : Headmaster Mr. Ronnie Cheng 

Vice Chairperson : Mrs. Sophia Chan-Yap 

Honorary Treasurer : Dr. Kent Cheng 

Honorary Secretary - English : Mr. Samson Lo 

Honorary Secretary - Chinese : Dr. Lu Chak Keung 

Immediate Past President : Ms. Pauline Tsang 

Executive Committee 2018-19 

Convenors : 

Mrs. May Tong, Mr. Stanley Cheung, Mr. Stephen Lam, 

Ms. Brenda Lai, Dr. Peter Lam 

Teachers’ Representatives – Appointed : Ms. MC Chan, Mr. Layheon Tan 

Teachers’ Representatives – Elected : Mr. Erik Hellquist, Mr. Chan Ka Cheong 

Honorary Legal Advisor : Ms. Angela Ho 

Honorary Auditor : Mr. Albert Wong 

2 

DBS PTA Newsletter 

2019

Extraordinary Achievement … 

Extraordinary Commitment. 

An interview with Headmaster, Mr. Ronnie Cheng. 

The end of the academic year was such a busy period. There were the releases of the G12 IB and DSE results, the streaming of the G9s into IB and DSE 

streams as well as the streaming of the incoming G7s. I counted no less than 5 celebration dinners that involved both the PTA and the Headmaster. 

DBS also had the monumental 150th Celebration Concert, during which Mr. Cheng conducted a massive choir and orchestra to perform Beethoven 

Symphony No. 9. In the week to come, he would be leading the Diocesan Choral Society to Tokyo to participate in the 2019 World Choral Championship. 

The PTA managed to extract some precious moments from the Headmaster schedule to have a chat. No doubt, you have already known a lot about 

boys’ achievements. In the following, you will read about the breath and depth of the school’s commitment that undergirds their efforts as well as the 

headmaster’s own journey … and a few interesting trivia about this DBS graduate of ’83. 

PTA: First of all, congratulations to this year’s extraordinary 

achievements. We have certainly done very well in academics 

with the large number of top-scorers in IB and DSE. In 

sports, the school captured no less overall Champions compare 

to previous years, with an astonishing 6 Grand Slams. In 

music, it was just amazing results from year to year. 

Headmaster: There are 7 top-scorers in IB and DSE, the 

orchestras, choirs, 20 some sports teams and all the sciences 

(competition team), the boys here are really very capable. 

PTA: The other thing to congratulate the school is the 150th 

Anniversary Concert and that grand performance of Beethoven 

Symphony No. 9. It is amazing the a secondary school 

can pull that off with its current students, alumni and parents. 

We obviously have the participation of DGS … 

Headmaster: … we are from the same Diocesan family … 

PTA: … it was also very impressive when the MC introduced 

the DBS old boys who came back to play together in the 

orchestra. They are all graduates from the late 90s onwards, 

since you have started teaching music here as “Cheng sir”. 

Many are accomplished musicians. How many were there? 

20? 

Headmaster: Including the DBS parents (professional musicians) 

there were about 40. 

PTA: So, just the old boys alone, there were some 30 of them. 

Headmaster: … and they have very closed relationships. 

PTA: I understand that there were a lot more who could not 

make it. 

Headmaster: Yes a lot more. We can’t put them all in one 

symphony orchestra. 

PTA: Headmaster, you have a lot more grey hair this year. 

Headmaster: Yes … a lot more this year. 

PTA: That scares you a little … but it looks sharp … So, this is 

the first personal question for you: do you dye your hair? 

Headmaster: No … I’m just worry that I may forget to keep 

dyeing. 

Some Interesting Trivia about our Headmaster 

PTA: With that, let’s have a few more personal questions to 

know our Headmaster a bit more. Firstly, a question that may 

get you into trouble: What is your favorite soccer team? 

Headmaster: For English Premier League, it is Arsenal. Barcelona 

for La Liga. Dortmund for Bundesliga … and there is 

also Japan League … Cerezo Osaka. 

PTA: You cover all basis. Who is the one player that you 

admire the most? You can only name one. 

Headmaster: This is a bit hard … Bergkamp, the invincible 

No. 10 in Arsenal, he is Dutch. 

PTA: Tennis Star? 

Headmaster: Federer … Federer all the way. McEnroe. The 

next one is Dominic Thiem. 

PTA: What about basketball team that you root for? 

Headmaster: If it is college basketball … it is Duke. For the 

pros, there are a few teams … Golden State, Charlotte, Bulls … 

different teams in different era. 

PTA: What about now? And who will be the next champion? 

It is a hard question to predict … 

Headmaster: Next year ... for the Eastern Conference, it 

should be Nets or the Celtics. For the West ... Lakers, but 

hope the Warriors could stay strong. 

PTA: We will follow up on your predictions … Did you follow 

Linsanity? 

Headmaster: Yes, I did. Did you know he trained here? He 

was on tour to Hong Kong, partly to promote the game and 

partly to share his faith. He had training everyday and he 

needed a secluded location, so Nike contacted us. He came to 

practice, and then he was gone. Nobody knew. 

PTA: Not even our basketball team? 

Headmaster: No … I don’t recall if one or two team members 

met him, but we kept a low profile. 

PTA: Here’s a question from your era. You like tennis … what 

do you think of Michael Chang? 

Headmaster: He fully utilized his skills … frankly, I wasn’t 

following him closely … but like in a card game, one is dealt 

with a stack of card … he fully utilized what he had been given 

… his speed, endurance and smarts … and won the French 

Open at a young age. 

PTA: What is your favorite tune … the one your hum when 

taking a shower? 

Headmaster: I don’t know about favorite … but recently it is 

Beethoven 9. 

PTA: Favorite movie? And why that is your favorite? 

Headmaster: Chariots of Fire. In the past, I used to watch 

this movie every year during my birthday. (PTA: Why?) There 

were two runners in the movie. Abrahams ran for himself. 

Eric Liddell ran for God. I like his famous quote: “You can glorify 

God by peeling a potato if you peel it to perfection.” He 

also said: “Run in God’s name, and let the world stand back in 

wonder.” 

The Journey to His First Success 

PTA: Well … let’s get to the kernel of our interview … When 

did you start teaching at DBS? 

Headmaster: 1989, in September. 

PTA: When did you take up the headmaster role? 

Headmaster: That was 2012. I became the Dean of Culture in 

2006. 

PTA: Since when did you start conducting the choir? 

Headmaster: 1982. 

PTA: Before you graduated from DBS? 

Headmaster: Yes. Form 4 (Grade 10). 

PTA: That’s trivia #1 today. How did that opportunity arise? 

Headmaster: My voice changed later than usual. Typically, 

you sing in the intermediate choir by Form 3 and 4. But my 

voice wasn’t stable. So I couldn’t join the choir. Somehow 

I had an idea that I want to try conducting. DBS had had a 

treble choir, but for some reason had been discontinued. So 

I had this idea to revive it and spoke to Mr. Kiang (our music 

teacher) who was teaching me music theory. I was very nervous 

during the entire lesson because I was going to ask him 

if I could revive and conduct the treble choir because my voice 

was not stable enough to join the intermediate choir. I finally 

popped the question at the end of the lesson. 

PTA: But you hadn’t learnt or had experience in conducting 

up to that moment. 

Headmaster: No, I hadn’t. But I had sung in Hong Kong 

Children’s Choir under Dr. Yip. The conducting idea probably 

stemmed from there. 

PTA: How did Mr. Kiang respond to your question? 

Headmaster: “Oh, okay” was basically the response. (PTA: 

That’s the DBS spirit!) Yes, that’s DBS. So he helped audition 

60 Form 1 and 2 boys, revived the Treble choir and put me in 

charge of conducting. I still remembered the first rehearsal; 

Mr. Lowcock (the headmaster then) was there too. 

PTA (Henry): I remember that too. My younger brother 

sang in that choir and I was watching from the back of the 

hall. Mr. Lowcock pulled up a chair in front of the choir and 

it must have been quite “intimidating”, though we are sure he 

didn’t mean to be. 

Headmaster: Yes. I was quite nervous. I still remember, at 

that time, my conducting gesture was still developing. He felt 

that my blazer restricted my movement. So he came behind 

me to pull my blazer to try to help, but I didn’t know better 

and I “fought against” it and keep conducting. So he left me 

alone. It was really nice of him to be there for me at my first 

rehearsal. 

PTA: How do you feel about your first rehearsal? 

Headmaster: Interesting. There were still many things not 

really on track yet. There were two Form 6 big brothers there 

to help. (PTA: Did they help with your conducting?) Not with 

the conducting, but those two senior boys kept an eye on the 

students, making sure they behave. One of them became a 

judge. 

PTA: In your years of teaching, was there one memorable 

challenge you faced teaching the boys? 

Headmaster: Not a lot in terms of specific case. Often, what 

we found is that teaching secondary students is about sowing 

seeds. One of the cases related to a student not wanting to 

go to orchestra rehearsal. So we had to drag him to rehearsal 

while maintaining a friendship and teacher-student relationship. 

After his graduation, somehow something clicked and 

he came back to see the orchestra competition every year. 

He is probably in his 40s now. As boys, some are rebellious, 

some are really arrogant, but I found that if you just maintain 

the relationship and let them understand that you care, the 

friendship would eventually blossom. 

4 DBS PTA Newsletter 

DBS PTA Newsletter 5 

2019 


PTA: So relationship is really the most important. 

Headmaster: Yes. So the other day, when Henry noticed after 

the Beethoven 9 performance that I have so many musician 

students, I was too absorbed in the music matters and didn’t 

have the moment to allow that to sink in. But when I thought 

about it again, among those students, some of them had been 

quite mischievous before … some of them quite rebellious 

too, but now we are good friends. 

PTA: Was there a moment of epiphany where you go “music 

is my life”? 

Headmaster: The moment was more like DBS and music 

are my life. As far as profession is concerned, I never really 

thought about it. But I think there were two phases. One 

was what I would do when I grow up. During Form 4, a few 

classmates talked about career, some wanted to be engineer, 

some said doctor, for me somehow, there were images of one 

or two conductors with international standing, so I thought 

it may be good to pursue music. But my aspiration in music 

combined with my love for the school. Mr. Kiang suggested 

during my Form 6 year that I return to DBS after university to 

teach music. He called again during my senior years, through 

my parents, to ask me to return to DBS. So that’s what happened. 

PTA: DBS is your first job? 

Headmaster: Yes. (PTA: You are very loyal.) During these 

twenty some years there were opportunities to leave the 

school. (PTA: But you didn’t take it?) Correct, I didn’t take 

them. These were opportunities in music or headmaster 

position elsewhere. 

PTA: Good decisions! We really appreciate you didn’t take 

these other opportunities. 

PTA (Henry): DBS has a very high standard in music. I 

remember that I was still living overseas at the time when 

I heard that DBS won an international music competition. 

It was a first for a Hong Kong school, probably Asia school 

for that matter. Then, I thought: “Wait, Ronnie is teaching 

there.” Do you recall the year and which competition was it? 

Headmaster: I remember that it was 2002 for our first international 

competition. We didn’t win. We had two choirs 

and they both got silver awards. It was in Busan, Korea. 

Somehow, we were awarded an outstanding conductor award. 

However, when they announced the silver awards, we were 

disappointed. I still remember that I didn’t want my disappointment 

to affect the students, because silver awards were 

by any measure not a poor result. It is just that it is not the 

Diocesan school’s expectation. So I walked to the side, but 

a few of the “dai-lo” spotted me and walked over and sat together. 

Being boys, there weren’t a lot said and there wasn’t a 

big need of words of consolation. So we sat together and talk 

for a little while. So that was our first competition. 

Then, it was 2004 or 2005, we competed in Wales, and again 

lost to an outstanding Wales choir. It was not till 2006 that 

we got our first world championship. That was an unforgettable 

experience because at the World Choir Games, the 

champion’s national flag was raised and the anthem was 

played. (PTA: Where was the competition?) It was in Xiamen. 

(PTA: It must be a great pride to be able to bring the national 

flag to the international music arena?) Yes. At the time, it 

wasn’t as common. There were one or two outstanding choirs 

in Shenzhen for a time, but interest seemed to subside. And 

that’s the thing about DBS; there is a drive to always seek a 

higher plane. 

PTA: Since the first championship, DBS has been a regular 

winner in these international competitions. Can you share 

your own road to success and how you take the students along 

this journey? 

Headmaster: The psychological barrier is very interesting. 

From 2002 to 2006, before winning the first championship, 

you felt that the first place is so elusive and it is so hard. But 

all you can do was to keep refining, keep refining and keep 

refining. This process is the same whether it is being a conductor 

or headmaster. 

I’m not saying that our top-scorers achieved what they did 

because of me, but in the school, we did our best to keep 

refining the education process. We kept refining the support 

we give to the students. In the IB, we got top-scorers in 2012. 

We were very glad. In DSE, we started to have top-scorers 

since last year. We were heavy hearted for a few years but we 

keep putting in our efforts. 

PTA: So what differentiates us from the competitors from 

other countries? 

Headmaster: That is a good question. I think it is the determination 

to chase a higher plane. I wouldn’t say the determination 

to win because that would undersell us. It is to outdo 

yourself each time. Of course, we are elated about winning. 

But that is just a landmark. We rejoice for a little while, and 

then we drive ourselves and ask how can we do better. I think 

the drive is first of all an individual drive, and then the collective 

drive – the unity is what enable the drive to perpetuate. 

PTA: What about from the adjudicators’ perspective, what 

differentiates DBS from the others? 

Headmaster: It is somewhat related to the chase, the pursuit 

of a higher plane. They found that our degree of refinement is 

very high. The refinement and what the music stands for, i.e. 

the profound meaning behind the music, not just the technical 

aspects. Some of the adjudicators, whom I got to know 

much later when I also adjudicated in competitions, mentioned 

to me that when I was a conductor, they sometimes 

walked past when I was conducting, and they would stop and 

listen to us. 

Perspectives on Achievement 

PTA: From your experience, what does the word “achievement” 

means? 

Headmaster: I think it is “doing a bit better than yesterday”. 

I think that if you establish a high target, it may not be a bad 

thing. But I think if you make steps daily, it would translate 

to something reachable - a tangible goal. The other aspect is 

whether you can advance with your brotherhood, or the biblical 

term “brethren” to include both genders. As I said earlier, 

it is both the individual drive and the empathy to and support 

for each other. 

PTA: In terms of challenges, what is the difference between 

DBS when you were a young teacher and DBS today? 

Headmaster: Actually, the students’ characteristics change 

every three years. So the “generation gap” is three years and 

therefore our approaches to students need to be continually 

fine-tuned. Also, the world is changing much faster – there 

are more complex societal elements that impact the students’ 

growth and the social media exacerbates the impact. 

Internally, the number of teachers has grown from 60 some to 

140 plus so there is the challenge to continue to build teamwork 

and maintain coherency. The needs also increases due 

to “inclusive education” and we need to address them be they 

academic, personal well-being or career planning. 

As well, the world was simpler then and it is more complex 

now. The students showed more self-initiative then whereas 

students today, while very capable, show less. It is probably 

because their lives have been planned from cradle to secondary 

school and beyond. Parents today are more informed and 

capable, and for fear of being jeopardized by a miss-step in a 

more complex playing field, they plan things out in details for 

the boys, so that also make the boys more passive. 

In the past, boys had chances to make mistakes and learn 

from it. But today, many parents perceive that a single 

mistake can be detrimental to the future and therefore boys 

today have less chance to try things out on their own. 

PTA: Thomas Edison said: “Genius is 1 percent inspiration 

and 99 percent perspiration”. It takes a tremendous amount 

of commitment from the boys to succeed. Can you recall one 

or two such examples of our boys? 

Headmaster: I think the boys who are the dai-lo’s are mostly 

like this. If you take an example from the 150th Celebration 

Concert, one of the dai-lo’s was MC, Chinese orchestra, 

symphony orchestra, choir; he memorized the MC script and 

found time to be trained by the teacher, made clips and tidbits 

for sharing and publicity. This is the type of dogged perseverance 

that pushes them to success in completing a humongous 

task. 

The School’s Commitment to the Boys 

PTA: DBS must have provided tremendous support to the 

boys. What is the school’s commitment to them? 

Headmaster: There are a lot. Where should I start. 

PTA: We can start with academic support? As an old boy and 

father of two current students, I do notice that the class size 

went from 40 to 27. It has all happened since you take the 

helm. 

Headmaster: That was actually a challenging transition. It 

has a heavy financial implication. We needed a lot more 

teachers. At first, we broke the language learning into 9 

groups. And then we gradually moved on to the other subjects 

to finally arrive at 9 classes. 

The change drew out other operational needs. When teachers 

could give more attention to the students, we could match 

the teachers with the students. For example, some teachers 

like to teach the academically weaker classes and leverage the 

boys’ characters to inspire them. Some teachers are really 

good at teaching the accelerated boys. So we have been 

matching teachers and classes, and that actually influenced 

our interview and hiring of teachers. 

On the counseling side, we also increased guidance staff, increased 

social workers, partly to also address SEN needs and 

to support of “inclusive education”. 

Another kind of counseling is life planning. The school 

expanded the Center for Further Studies counselors from 2 

half-time staff – i.e. part teacher part counselor - to 4 fulltime 

staff plus a sizeable team of teacher counselors. The 

career and tertiary studies counseling extended from Grade 

12 to now Grade 9/10. 

So the school’s commitment is multi-facet: academic, well-being 

and life planning. 

PTA: At a class size of 27, what is our staff ratio and how do 

we compare in terms of teaching resources? 

Headmaster: The school has a lot more staff. The teaching 

staff is over 140, including IB staff. One of the differentiating 

factors is that DBS have dedicated teaching staff for IB so they 

can focus. Comparable schools have a staff count of maybe 

90 or so and may have more students than our school. (PTA: 

So our staff is about 40-50% more.) It is like running three 

schools, with over 80% of our cost being staff related. 

We also have over 100 non-teaching staff, including of course 

the counselors, the staff for office, habitat office, I.T., boarding 

school, etc. (PTA: There are also a lot of supporting staff 

and janitors?) Yes. They work almost 24x7. 

PTA: It is a big campus to maintain. One can imagine the 

amount of cleanup after each storm and especially typhoon 

Mangkhut. 

Headmaster: It would take a long time to do that. Most 

of the janitors are in their 50s and 60s. So, the boys really 

helped after Mangkhut. The sportsmen made the “heavy 

lifting” looked so easy. 

PTA: We haven’t counted the sports coaches yet which is on 

top of the non-teaching staff. How many do we have? 

Headmaster: There are twenty sports teams. So, at 2 per 

team, there are already 40. But there are more than that. 

For example, athletics, having a big range of events, has 5 

coaches. Some sports have different coaches for different 

grades, like basketball. We also have strength and conditioning 

coach. It is quite specialized now. So it is easily 80, 90 

or more. They work for us on contract basis, and many of 

them work extra for the boys because of the satisfaction they 

derived. Our Old Boys’ Association actually pledge financial 

support to pay for our coaches. 

Back to academics, the other aspect to consider is our range 

of subjects. For example in IB, the school grants bilingual diploma 

which means students need to take “Subject A” in both 

English and Chinese languages. We also offer “Subject B” in 

languages, which are less rigorous curricula, while also insist- 





ing that we also maintain the option of teaching Literature. 

That range of subject choice has a staff and cost implication. 

Faced with the same challenge, the option others have taken 

is to simply offer “Subject B” to all. However, we feel that it is 

important to cater for the individual needs and talents of our 

boys. There are not a lot of boys who choose Literature; the 

school doesn’t want to further limit or discourage those who 

have interest. By the way, we have a 44-point graduate who 

chose to study Literature in the UK. 

The same applies to music and art. Some years, fewer students 

choose these subjects and despite the financial implication, 

the school wants to keep those options open to develop 

the talents of our boys. 

PTA: Thanks for the sharing. I guess not all IB programs are 

the same. The details is quite eye opening. The school doesn’t 

only focus on the more common subject choices, but instead 

thinks through what the boys really want to do and support 

them. 

In last year’s newsletter, PTA published an interview regarding 

Centre for Further Studies. Apparently, among our 

peer schools, not only does DBS has more boys applying to 

overseas universities, the number of universities applied per 

student is also more than other schools. How much can the 

staff handle? 

Headmaster: We exceed most of our peer schools by a big 

margin. Our counsellors and our staff members are stretched, 

and we do need more resources. (PTA: There are scholarship 

applications as well?) Yes. There are many external scholarship 

applications. I haven’t tally the number. But we want 

to give the boys more guidance and encourage them to apply, 

e.g. HKSES Scholarship for Excellence Scheme for overseas 

studies, Student of the Year, etc. To support the applications, 

we will also arrange for interview training. 

The team probably needs to be expanded. Some scholarships 

are for universities in US, UK as well as local, and different 

faculties in local universities. We leverage a lot of DBS old 

boys to help with interview training. 

A Final Word of Wisdom 

PTA: What would you like to say to the parents about walking 

alongside their boys’ journey? You know, the words of wisdom 

from the Headmaster. 

Headmaster: (Deep breath.) Going back to something that 

Mr. Lowcock said when I was a young teacher … Back then, I 

led music, debate and tennis. You know boys are quite sloppy, 

or I should say many started sloppy and erring. So I would 

grief over whether the boys will be okay, that it seemed every 

year we rely on a bit of luck to pull through, and whether we 

would meet deadline or uphold the quality and all that. Mr. 

Lowcock would say: “Don’t worry. The boys will always come 

through. They always do.” 

I feel that trusting the boys is important. Parents may worry 

if they let go of the boys, would they deliver? But putting our 

trust in them can be a motivation to them. The more help we 

give, the less ownership the boys take. I do understand the 

unsettling feelings of the parents. So I will leave Mr. Lowcock’s 

words with you. 

PTA: Is there a place or corner on campus that leaves you a 

deep impression? 

Headmaster: There is. I didn’t notice in the past. I’m not too 

sure if you notice the tree in front of the tuck shop. The area 

used to be a cement ground car park. But since we converted 

the field to artificial turf, we decided to pave that area with 

real grass to add more “school-ground feel” to campus. To me, 

the tree, and there is only one and we try not to put too many 

things around, has the most “aura”. It is not the biggest or 

strongest, which is the one at the roundabout. It is not very 

tall, but its location is quite special. 

If you think of that tree as a person, he listens to the boys’ 

singing during morning assembly. During recess, he sees the 

boys having fun. When he grows taller, he will see the boys’ 

actions in the field. During lessons, he hears the interactions 

between the students and the teachers. 

PTA: That’s very touching, especially with your artistic 

perception. People think of DBS as strong and as champion 

like the tree at the roundabout. But the characteristics you 

pointed out reflect more of the education philosophy of DBS. 

PTA: Finally, the most important question. Who will be the 

next UEFA winner? 

Headmaster: Barcelona, because Arsenal couldn’t make it. 

Also, Barcelona added a fabulous Japanese player Hiroki Abe. 

“Don’t worry. The boys will come through. They always do.” 



9

非凡的成就 ...... 

非凡的承諾 

採訪校長鄭基恩先生 

今學年的結束 , 真是忙得不可開交。有 G12 國際文憑試 (IB) 和文憑試 (DSE) 的結果發佈 ; G9 到 IB 和 DSE 的分配 ;G7 的 

分班安排 ; 不少於五個 PTA 和校長一起出席的慶祝晚宴 …… 更有一場極具紀念意義的 150 週年慶祝音樂會 , 鄭校長在其 

中指揮了一場貝多芬第九交響樂的大型合唱團管弦樂隊演出 , 而在接下來的一週校長又將領導教區合唱團到東京參加 

2019 年世界合唱錦標賽。 

PTA 設法從校長日程表中抽出一些寶貴的時候進行訪問。毫無疑問 , 大家已非常了解拔萃男書院學生各方面的成就。 

在下文中你將會更深入地了解到學校如何支持學生所作出的努力以及校長自己的人生旅程。當然還有這位拔萃 83 年畢 

業生的一些有趣的瑣事 …… 

PTA : 首先祝賀學校今年取得非凡的成就。在 lB 和 DSE 

公開考試成績中 , 我們取得了極優良的成績 ; 在體育 

方面 , 學校體育項目總冠軍的成績不低於去年 , 而且 

有驚人的六項大滿貫 ; 在音樂方便每年也是有驚人的 

成績。 

校長 : IB 和 DSE 共有七名狀元 , 管弦樂隊 , 合唱 

團 ,20 多個運動校隊 , 科學 ( 競賽團隊 )...... 都表現出 

這裏的男孩真是很有能力。 

PTA : 另外還要祝賀學校 150 週年音樂會和貝多芬第九 

交響樂的盛大演出。一所中學可以實現到 , 真是令 

人感到驚訝。這當然有賴學生 , 校友和家長的積極 

參與 , 也有 DGS 的參與 ...... 

校長 : 大家都是聖公會大家庭 

PTA : 當司儀介紹回來參與管弦樂團表演的拔萃舊生 

時 , 真是令人覺得印象深刻。這些舊生都是 90 年代 

後期的畢業生 , 是自從你開始在這裏作 " 鄭 Sir " 教過 

的學生。他們有很多都是有成就的音樂家。有多少 

舊生 ?20 人 ? 

校長 : 當晚包括拔萃現任學生的家長 ( 他們有很多是 

專業音樂家 ), 大約有 40 人。 

PTA : 所以僅僅是舊生 , 大約有 30 個。 

校長 : 他們的關係是非常密切。 

PTA : 我理解還有很多舊生未能出席。 

校長 : 是的。其實還有很多 , 我們不能將他們全部放 

在一個交響樂團。 

PTA : 校長 , 你今年有更多的白髮 …… 

校長 : 是的 , 今年多了很多 …… 

PTA : 這可讓你有一點兒擔心 …… 但看起來很英明。 

先問你一條私人問題 , 你有沒有染頭髮 ? 

校長 : 沒有 …… 因為我擔心我會忘記繼續染色。 

… 關於我們鄭校長的一些有趣瑣事 … 

PTA : 讓我們再問一些個人問題來多點了解校長。這 

是一條可能惹上麻煩的問題 , 你最喜歡的足球隊是 ? 

校長 : 英超聯賽是 " 阿仙奴 Arsenal", 西甲聯賽是 " 巴 

塞隆拿 Barcelona ", 德甲聯賽是 " 多蒙特 Dortmund" 

, 還有日本聯賽則是 " 大阪櫻花 Cerezo Osaka" 。 

PTA : 真是包羅萬有。誰是你最欣賞的球員 ? 只能說 

出一個 ? 

校長 : 這有點困難 ……" 丹尼斯 • 柏金 Bergkamp" 阿仙 

奴 10 號 , 他是荷蘭人。 

PTA : 網球明星 ? 

校長 : " 費特拿 Federer"…… 無可置疑是費特拿。 " 

麥根萊 McEnroe"。還有 " 多米尼克蒂姆 Dominic 

Thiem"。 

PTA : 你最撐的籃球隊是 ? 

校長 : 如果是大學籃球隊 , 那就是 " 杜克 Duke" 大學。 

對於職業籃球來說 , 有幾支球隊 : 金州勇士 Golden 

State, 夏洛特黃蜂 Charlotte, 芝加哥公牛 Bulls, 不 

同年代的球隊。 

PTA : 現在的球隊呢 ? 誰將成為下一屆冠軍 ? 這是一 

個難以預測的問題。 

校長 : 明年對於東部聯盟來說 , 應該是布魯克林 

Nets 或凱爾特人 Celtics 籃網隊 , 西岸應該是洛杉 

磯湖人隊 Lakers, 但希望勇士隊 Warriors 能保持強 

勢。 

PTA : 我們會跟進你的預測 …… 你有沒有關注 Linsanity? 

校長 : 有 , 你知道林書豪曾在拔萃練習過嗎 ? 他為 

了推廣籃球和分享他的信仰 , 巡迴到香港的時候 , 因 

他每天都需要接受訓練 , 需要一個寧靜的地方 , 於是 

Nike 聯繫我們 , 讓他來我們學校練習。練習完畢 , 

他就靜靜離開了 , 沒有人知道這件事。 

PTA : 我們的籃球隊員有沒有見過他 ? 

校長 : 我不記得是否有一兩個隊員遇到他 , 但我們都 

保持低調。 

PTA : 這個問題與你的年代有關 , 你喜歡網球 , 你對 

" 張德培 " 有什麼看法 ? 

校長 : 他充分利用了他的技能 …… 坦白說 , 我並沒有 

密切關注他 , 但就像在紙牌遊戲中一樣 , 一個人被派 

發一堆牌 , 而他充分利用他所獲得的 , 他的速度 , 耐 

力和聰明。並且在年輕時贏得了法國網球公開賽。 

PTA : 你最喜歡的歌曲是什麼 ? 是否洗澡時會哼 ? 

校長 : 我不知道哪首是我最喜歡的。但最近就是貝多 

芬第九交響樂。 

PTA : 你最喜歡的電影 ? 為什麼那是你最喜歡的 ? 

校長 : 《烈火戰車》過去 , 我每年都會在生日那天看 

這部電影。 (PTA : 為什麼 ?) 電影中有兩名運動員 , 

亞伯拉罕為自己賽跑 , 而埃里克 . 利德爾則是為上帝 

而戰。我喜歡他著名的一句話 :「如果你能盡心把土 

豆削得完美無瑕 , 你可以通過削土豆來榮耀上帝。」 

他還說 :「以上帝的名字賽跑 , 讓世界驚嘆不已。」 

… 他的首次成功之旅 … 

PTA : 讓我們進入採訪的核心 , 你什麼時候開始在拔 

萃教書 ? 

校長 : 1989 年 9 月。 

PTA : 你什麼時候擔任拔萃男書院的校長呢 ? 

校長 : 那是 2012 年。我在 2006 年成為副校長。 

PTA : 那麼你從什麼時候開始作指揮呢 ? 

校長 : 1982 年。 

PTA : 是你在拔萃畢業之前 ? 

校長 : 是的。中四那一年 (Grade 10)。 

PTA : 這個機會是如何產生的 ? 

校長 : 我變聲的時間比較遲。通常你會在中三和中四 

時加入中級合唱團 , 但因為我的聲音十分不穩定 , 所 

以 , 當時我不能參加合唱團。不知為什麼 , 我有一個 

想法 …… 我想作一個指揮。當時 , 拔萃有一個童聲合 

唱團 , 但是因為某些原因沒有繼續下去。所以 , 我想 

恢復這合唱團 , 並把我的想法告訴教我樂理的江老師 

( 當時的音樂老師 )。當天下課後我抱著戰戰兢兢 

的心情走到老師跟前 , 問他是否可以恢復這個童聲合 

唱團並試作指揮的工作。 

PTA : 但是 , 那時你還沒有學習過指揮或擁有這方面 

的經驗 ? 

校長 : 是的 , 我沒有。但是小時候我曾參加葉博士的 

香港兒童合唱團。也許 , 作「指揮」的種子就在那時 

種下。 

PTA : 江老師是如何回答你的問題呢 ? 

校長 : 他說 :「啊 ! 好的。」 (PTA : 這就是拔萃的精 

神 !) 是的 , 這就是拔萃的精神 , 所以江老師立刻幫助 

我找 60 個中一 , 二的同學來試聽 , 恢復了童聲合唱 

團並讓我負責指揮。我仍然記得在第一次的排練時 , 

郭慎墀校長 ( 當時的校長 ) 也來了。 

PTA : (Henry) 我也記得。我的弟弟也在那合唱團。 

我從禮堂後面看到郭校長在合唱團前面拉了一把椅 

子 , 就坐在旁邊 …… 我想這一定是非常嚇人的 , 雖然 

我們確信他不是故意令我們害怕。 

校長 : 是的。我還記得那時我很緊張 , 當時我指揮姿 

勢當然並不完善 , 郭校長覺得我的校服外套限制了 

我的動作 , 所以他來到我的身後 , 嘗試幫助調整我的 

外套 , 但當時我不知道該如何反應 , 一邊在掙扎 , 一 

邊在繼續指揮。最後 , 他讓我繼續用我的方法指揮。 

這是我人生的第一次作指揮 , 對於當時郭校長能夠 

在我身邊 , 我真的感到非常高興。 

PTA : 你對第一次排練感覺如何 ? 

校長 : 很有意思 ! 當然 , 很多事情仍未上軌道。當時 

還有兩位中六的師兄來幫忙。(PTA : 他們是否幫助你 

指揮 ?) 不是 , 那兩位師兄幫我管理那 60 個學生的表 

現 , 其中一位師兄還成了法官。 

PTA : 在你多年的教學中 , 你有沒有在教導學生上有 

難忘的挑戰呢 ? 

校長 : 在具體案例上不是很多。我們發現教授中學生 

最重要是播下「種子」, 其中有一次 , 有一個學生不 

想參加管弦樂團排練 , 但我們不得不要求他努力排 

練 , 同時我們又想保持良好的師生關係 …… 在他畢業 

後 , 不知什麼原因令他改變了 , 往後 , 他每年也回來 

看樂團的比賽。他現在大約已經 40 多歲了 ! 作為學 

生 , 年輕時總是有些反叛 , 也有些是非常傲慢的 , 但 

是我發覺如果大家能夠保持良好的關係 , 並讓他們明 

白你是真心關心他們 , 我覺得最後這顆種子總會開 

花。 

PTA: 所以關係真的是最重要的。 

校長 : 是的 , 所以前幾天 Henry 在貝多芬第九交響樂 

演出後注意到我有這麼多的音樂學生時 , 我因太專注 

於音樂事宜而沒有特別去想這事情。但當我再想一想 

時 , 回憶在這些學生中 , 其中一些學生之前一直很頑 

皮 ...... 其中一些人也很叛逆 , 但現在我們是好朋友。 

PTA : 有沒有一個時刻令你悟醒到「音樂就是我的生 

命。」 

校長 : 那個悟醒時刻其實是拔萃和音樂就是我的生 

命。如果以就業而言 , 我從未真正的考慮過它。其 

實 , 這事情我認為有兩個階段。一個是我長大後會做 

什麼工作。在中四的時候 , 有一些同學開始談及將 

來的職業 , 有些同學想成為工程師 , 有些想成為醫 

生 …… 不知何故 , 當時在我心中浮現起一 , 兩個國際 





级的指揮家的形象。所以 , 我認為我的將來 , 可能就 

是追求音樂。我對於音樂的渴望和我對學校的愛是結 

合在一起。在我中六的時候江老師提議我回江 sir 提 

議我中六的時候建議過我在大學畢業後回到拔萃教音 

樂。而後來當我大學快畢業時 , 他在一次通過我的 

父母問我是否願意回到母校工作 ? 所以 , 事情就這樣 

發生了。 

PTA : 拔萃是不是你第一份工作呢 ? 

校長 : 是的。 (PTA : 你真是非常忠誠。) 在這二十年 

裏 , 我是有很多機會離開學校的。( PTA : 但是你沒 

有接受它 ?) 正確 , 我沒有接受這些機會。這些都是 

往其他地方擔任音樂或校長職位。 

PTA : 你的決定真好 ! 我們也非常感謝你沒有抓住這 

些機會。 

PTA : (Henry ) 拔萃在音樂方面着實有很高的水平。 

我記得當時我還在海外居住時 , 聽說拔萃贏了國際音 

樂比賽。這應該是香港學校的第一次 , 可能也是亞洲 

學校的第一次。那時 , 我突然想起 :" Ronnie 不是正在 

拔萃教音樂嗎 ?" 你還記得是哪一年 ? 哪一個比賽 ? 

校長 : 我記得第一次參加國際比賽是 2002 年。當時 , 

我們沒有贏冠軍。我們有兩個合唱團參加 , 都得了亞 

軍。那是在韓國釜山 , 我們獲得了優秀指揮獎。當大 

會宣佈銀獎時 , 我們感到很失望 , 我還記得當時 , 

我不想讓我的失望情绪影響學生 , 因為銀獎也不是一 

個糟糕的結果。只是這不是我們學校的期望罷了 ! 

所以當宣佈結果的時候 , 我走到一旁 , 但被一些「大 

佬」發現了 , 並走到我的身邊和我坐在一起。作為男 

生 , 大家習慣了不說太多話並也不需要安慰的說話 , 

大家心都在一起。所以 , 當時我們就在一起聊了一會 

兒。這就是我們的第一場國際比賽。 

然後在 2004 年 , 還是 2005 年 , 我們在威爾斯參加 

比賽 , 並輸給了一支出色的威爾斯合唱團。但到了 

2006 年 , 我們終於獲得第一個世界冠軍 , 這是一次 

難忘的經驗。因為那是一個世界性的合唱團比賽 , 冠 

軍團隊的國旗被升起 , 也會播放國歌。 (PTA : 在哪 

裏比賽 ?) 是在廈門。(PTA : 能夠把國旗帶到一個國 

際的音樂舞台 , 一定感到十分自豪 ?) 是的 , 當時這 

情況並不常見。當時在深圳是有一兩隊很優秀的合 

唱團。但不知為何 , 他們的興趣似乎消退了。拔萃的 

特別之處 , 他總是有一把勁去追求更高的層次。 

PTA : 自從第一次奪冠以來 , 拔萃便一直是這些國際 

比賽得獎的常客。你能夠分享一下自己的成功之路以 

及如何帶領學生走上這段旅程 ? 

校長 : 心理障礙是非常奇妙的。從 2002 年到 2006 年 

贏得第一次冠軍之前 , 你會覺得冠軍的位置 , 是如此 

難以捉摸 , 而且也是十分艱鉅的。當時你只能夠繼 

續提升改進 , 提升改進 , 再提升改進。其實這個過程 

不論是作指揮或校長也是一樣。 

我並不認為我們同學取得的冠軍成就 , 是因為我。但 

在學校中 , 我們委實用了最大的努力去提升改進這個 

教育的路程。學校一直不斷提升改進給學生的支持。 

在 2012 年 , 在 IB 成績中 , 我們學生取得最高的成績 , 

我們感到非常開心。而在 DSE 方面 , 上一年我們的同 

學亦取得最佳成績。我們的心情沉重了好幾年 , 但 

我們一直在努力。 

PTA : 那麼 , 我們與其他國家的競爭對手有什麼區 

別 ? 

校長 : 這是一個很好的問題。我認為這就是我們追 

求更高層次的決心。我不會說我們只為勝利。我們 

每次都想超越自己 , 當然對於我們獲勝是感到很高 

興。但這只是一個里程碑 , 我們只是開心一會兒 , 

我們又再次驅動自己 , 問自己怎樣才能做得更好 ? 我 

認為這個驅動的動力 , 首先是個人的驅動 , 然後就是 

集體的驅動 , 團結就能使這個驅動力永遠持續走下去 

的原因。 

PTA : 從一個裁判的角度我們拔萃與其他人的區別是 

什麼 ? 

校長 : 這有點與追求更高的層次有關。他們發現了我 

們對完美的追求是十分用心的。不論是對音樂完美的 

追求或音樂背後含著深刻的意義 , 這不僅僅是技術 

的問題。我後來在音樂比賽中當裁判時認識一些裁 

判員 , 他們告訴我 , 當我擔任指揮時 , 他們遇到我指 

揮的比賽 , 也會停下來聆聽我們的演出。 

… 關於成就的觀點 … 

PTA : 在你經驗中 , 你認為「成就」一詞是什麼意思 ? 

校長 : 我認為是「做得比昨天好一點」。我認為如果 

你訂立一個很高的目標 , 這不是壞事 , 我認為若你能 

每天都能持之以恒 , 再把它轉為可以達到的目標。另 

一方面 , 你是否可以與你拔萃的「兄弟」一起邁進 ( 

聖經中的「兄弟」包括兩性 ) 。正如我之前所說 , 它 

既是個人的動力 , 也是對彼此的同理心和支持。 

PTA : 就挑戰而言 , 當你還是一名年輕教師時 , 今天 

的拔萃和當時的拔萃分別是什麼 ? 

校長 : 學生的特徵是每三年就會改變一次 , 所以「代 

溝」就是三年。因此我們對學生的方法 , 需要不斷微 

調。世界也是如此 , 變化得很快 , 也有更複雜的社會 

因素影響學生的成長和發展。而社交媒體也加劇了這 

種影響。 

在學校方面 , 教師人數從 60 多人增加到 140 多人 , 因 

此繼續建立團隊合作和保持一致性是一項挑戰。而 

因應融合教育的推行 , 學校要應付各種學業 , 個人福 

祉及職業規劃上的需要。 

同時 , 現今社會變得更複雜。今天的學生雖然能力 

很高 , 但他們發揮的自我主動性比較低 , 這可能是 

因為他們的生活從幼兒到中學已經被安排了。他們 

的父母有更多資訊和能力 , 去幫助他們。父母害怕他 

們在一個複雜的社會競技場中 , 一個錯誤的決定會有 

深遠的影響 , 因此他們更加為孩子們詳細計劃 , 這 

樣令孩子更加被動。 

過去 , 孩子有機會從犯錯中吸取教訓 , 但是 , 今天很 

多父母都認為 , 錯誤可能對孩子的未來產生不利的影 

響 , 因此 , 今天的孩子嘗試解決問題的機會也減少 

了。 

PTA : 愛迪生說 : 天才是百分之一的靈感 , 百分之九 

十九的血汗。一個人的成功是需要巨大的付出。你 

能夠回想起一兩個我校學生的例子嗎 ? 

校長 : 我認為拔萃那些「大佬」很多都是如此 

的。150 週年慶祝音樂會中便有一個例子。其中一個 

「大佬」就是當天的司儀。他既是中樂團一員 , 又 

是交響樂團和合唱團。他要記好司儀稿 , 並要找時 

間找老師為他們訓練 , 又要剪輯材料和花絮與大家分 

享和作宣傳。這種堅持不懈的努力促使他們能夠成功 

地完成巨大的任務。 

… 學校對學生的承諾 … 

PTA : 拔萃為我們的學生提供龐大的支持。那麼學校 

對他們的承諾是什麼呢 ? 

校長 : 很多 , 我應該從何說起呢 ? 

PTA : 我們可以從學術開始。作為一個舊生 , 我的兩 

個兒子正在拔萃就讀。我注意到自後你擔任校長 , 

每班人數從 40 人減少到 27 人。 

校長 : 這實際上是一個具有挑戰性的過度。這包括著 

沉重的財政負擔 , 我們需要更多老師。起初 , 我們將 

語文學習分為九組 , 然後我們逐漸向其他科目推行 , 

最終分為九班。 

這一變化 , 對老師的需求會更多。當教師能夠更關 

注學生時 , 我們希望讓老師在教學上和學生的需要更 

相配。例如一些老師喜歡教一些在學術上相對比較弱 

的同學 , 並以學生的性格激勵他們。亦有些老師擅 

長教一些拔尖的課程 , 所以我們一直在匹配學生和老 

師。這影響了我們如何聘任適合的老師。 

在輔導方面我們還增加了指導人員 , 增加了社工 , 

一方面滿足了特殊教育的需要 , 一方面支持「融合 

教育」。 

另一種輔導是生涯規劃 , 學校擴大了大學及海外升學 

的輔導團隊 , 從兩名兼職職員 ( 教師兼任輔導員 ) 至四 

名全職職員和一支龐大的教師輔導團隊。職業和高等 

教育的輔導從 Grade12 推前到現在 Grade 9,10。因此 

學校的承諾是多方面的 , 學術 , 福祉和生涯規劃。 

PTA : 以每班 27 人計 , 我們的職員比例是多少 ? 在教 

學資源方面與其他學校相比上有何分別 ? 

校長 : 學校有更多的員工。我們的教學人員超過 140 

人 ,( 包括 IB 教職員 ), 其中一個因數是拔萃為 IB 提供 

專門的教學職員 , 老師們便可以集中精力。同類型 

學校的教學職員人數可能在 90 左右 , 而學生人數可 

能比我校多。(PTA : 相比上 , 我們的教學職員大約 

多 40-50%。) 這就像三間學校一樣 , 而超過 80% 的 

經費與員工有關。 

我們還有一百多名非教學人員 , 其中包括輔導員 , 辦 

公室工作人員 , I.T, 寄宿學校等 …… (PTA : 還有很 

多後勤人員 ?) 是的 , 他們工作差不多是 24x7。 

PTA : 這真是一個很大的校園。可以想像 , 每次暴風 

雨後的清理量 , 尤其是上次颱風「山竹」。 

校長 : 這需要很長時間才能清理。我們大多數约校工 

都是五十多六十多歲 , 所以颱風「山竹」過後 , 我們 

的學生真的很能幫忙 , 尤其是一些運動員學生。 

PTA : 我們還沒計算在非教學人員的體育教練 ? 我們 

有多少呢 ? 

校長 : 我們有 20 個運動校隊。所以 , 每隊二個教練 , 

就已經有 40 人。但實際上不止於此 …… 參加大量賽 

事的田徑校隊 , 就有五名教練。有些運動像籃球 , 於 

“ 我們每次都想超越自己 , 當然對於我們獲勝是感到很高興。但這只是一個里程碑 , 

我們只是開心一會兒 , 我們又再次驅動自己 , 問自己怎樣才能做得更好 ?” 

12 





13

不同年級是有不同的教練。我們還有體能教練 , 他們 

都是十分專業。所以教練數目 , 可能是 80,90 個或 

更多。教練的工作很多是額外為學生提供的 , 因為 

他們感到很有滿足感。我們「拔萃舊生會」也承諾 

支持教練的經費。 

回到學術上 , 值得一提的是學科的選擇範圍。例如 

在 IB 課程 , 學校授予「雙語文憑」, 這意味著學生需 

要在英語和中文科選擇 “ 語文 A“ 學科。因應學生的需 

要 , 學校不但提供 “ 語文 B“ 學科 ( 第二語言 ), 也同 

時堅持保留教授文學的選擇 , 這一系列的學科選擇直 

接影響教職員的需求和經費。 

面對同樣的挑戰 , 另一個應對方法可以是只提供一項 

語文科選擇 ( 如只提供 “ 語文 B“ 學科 )。然而 , 我們 

認為滿足學生的個人需要和才能是很重要的。現在沒 

有很多選擇文學的同學 , 學校不想進一步限制或阻礙 

有興趣的同學。順便一提 , 我們有一個 44 分的 lB 畢業 

生 , 他選擇在英國修讀文學。 

在音樂和藝術科 , 學校有一樣的選科理念。有些年 

份 , 選擇這些科目的人數較少 , 儘管如此 , 學校仍 

希望保持這些選擇 , 以培養同學的不同才能。 

PTA : 感謝你的分享。每間學校的 IB 課程都有差別 , 

細節真讓人眼界大開。學校不只關注那些常見的學科 

選擇 , 而是通過考慮同學們真的想讀的科目 , 盡力支 

持他們。 

在去年的 PTA 通訊中 ,PTA 採訪了學校的「大學及海 

外升學的輔導中心」。顯然 , 在同類型學校中 , 拔萃 

不僅有更多同學申請外國大學。而每位學生申請的 

大學也比其他學校多。我們的職員可以處理多少申 

請呢 ? 

校長 : 申請外國大學方面 , 我們大大超過了其他學 

校。同事們也很忙 , 學校需要更多的資源。 (PTA : 

是否還有獎學金的申請 ?) 是的 , 有很多同學申請校 

外獎學金。我們沒有確實申請人數 , 但我們想給同學 

們更多的指導和鼓勵 , 例如申請香港年度學生獎 , 

卓越計劃獎學金等。為了支持同學的申請 , 我們還安 

排了面試的培訓。升學輔導團隊也需要擴展。一些 

獎學金是適用於美國 , 英國大學 , 一些是適用於本地 

大學和大學的不同院系。升學輔導團隊也經常聯繫 

拔萃舊生為同學作面試訓練。 

… 智慧的說話 … 

PTA : 校長可否對一班與孩子在人生道路上同行的家 

長留一點智慧之言 ? 

校長 : ( 深深的呼吸 ) 回想在我仍是一個年輕教師的時 

候 , 郭慎墀校長對我說的話 …… 當時我帶領音樂 , 

辯論和網球隊。你知道男孩子有時很散漫或者我應該 

說很男孩子都會在年輕時散漫和犯錯。因此我會很 

擔心這些男孩是否會好起來。似乎每一年我們的成 

就都要依靠一點運氣 , 我擔心大家能否在限期前完 

成工作 ? 能否維持表演素質 ? 郭校長會說 :「不用擔 

心 , 同學總是會做到的 , 常常也是如此。」 

我感到相信我們的同學是很重要的。父母可能會擔心 

若他們放手 , 孩子能達標嗎 ? 但是我認為對他們的 

相信會給他們動力。我們越幫助孩子 , 他們就越不 

能自主。我確實了解父母不安的感受 , 所以我把郭慎 

墀校長的話留給你們。 

PTA : 在拔萃男書院的校園裏 , 有沒有一個地方或角落 , 讓你留下很深刻的印象 ? 

校長 : 有。我過去沒有注意到。如果你留意到小食 

部前的那一棵樹 , 那地方曾經是一個水泥地面的停 

車場 , 但是自從我們將我們的運動場由真草改成人 

造草坪後 , 我們就決定在小食部前面的那一塊小區 

域 , 鋪設真草 , 為校園增添更多的「校園感」。對 

我來說 , 那一顆樹 ( 也是那兒唯一的樹 , 旁邊沒有 

其他東西圍繞它 ) 最有「光環」。他不是最大最粗 

壯的樹 , 最粗壯的樹就在我們學校禮堂的正門迴旋 

處。這一顆樹 , 不是太高 , 但他的位置頗特別。若 

你想像這一棵樹是一個人 , 他會在早會時聽到同學 

的歌聲 , 在小息時 , 他看到同學們玩耍。當這顆樹 

越長越高 , 他會看到同學在運動場的活動 , 在上課 

的時候他會聽到學生同學和老師的互動。 

Mr. Stephen Lam, Mrs. May Tong, Mrs. Sophia Chan-Yap, Headmaster Mr. Ronnie Cheng, Mr. Henry Wong, Dr. Peter Lam 

PTA : 這非常感人。特別是你對藝術的感知。人們認 

為在我們學校迴旋處的巍大樹 , 可以作為我們拔萃 

男書院的象徵。但你指出的這一棵獨特的樹 , 反映 

了更多拔萃男書院的教育理念。 

PTA : 最後 , 最重要的問題。誰將會成為下一屆歐洲 

足球聯賽冠軍 ? 

校長 : 巴塞羅拿 Barcelona。因為 ” 阿仙奴 ” 無法進入 

決賽 , 此外巴塞羅拿增添了安部裕葵 Hiroki Abe, 

一位極優秀的日本球員。 



15

PTA ACTIVITIES 

2018/19 

Our Guest of Honour was Mr. Kevin Lau Chun-To ( 劉進圖 ), 

veteran journalist and ex-editor of Ming Pao ( 明報 ), who is well 

known for advocating the “freedom of press” and “freedom 

against fear and duress”. Mr. Lau shared his reflections relating 

to his 2014 attack. It was indeed an enlightening opportunity to 

hear the lessons from deep inside his heart. 

Orientation Day 25 August 2018 

On 25 August, we welcomed a new generation of Grade 7 boys 

to DBS. Just six weeks ago, we had bid farewell to the Grade 

12 graduates. These graduates joined DBS six year ago. They 

stepped into adolescence and grew in stature and knowledge. We 

were proud to see them step out to explore vast opportunities 

and embrace adulthood. 

The Grade 7 boys reminded us of what the Grade 12 graduates 

once were. These “new boys” would follow the same exciting 

steps of their “graduated brothers” over the next six years. 

After the Commencement Ceremony, the Grade 7 parents were 

greeted by PTA members and teachers in a Welcome Meeting in 

their sons’ classrooms. About 40 enthusiastic parents helped out 

on the day, introducing the PTA to and sharing their experience 

as DBS parents with the new, equally enthusiastic parents. PTA 

also helped to start the class chat groups as a support channel 

to share information and help the new parents to settle in. 

Annual General Meeting 22 September 2018 

The 19th Annual General Meeting was held on 22 September. 

The Chairpersons of the Secondary Division and Primary Division 

presented their reports of PTA activities. As well, the Treasurer 

also presented the financial statements of the PTA for approval. 

After the AGM, parents of each Division elected members of 

their respective PTA Executive Committees (Exco). 

Inauguration Ceremony & Parents Forum 

13 October 2018 

The Inauguration Ceremony marked the new term of the 

recently elected PTA Exco. A Parents’ Forum was also held after 

the Inauguration Ceremony. Parents’ feedback and questions 

were collected for the school to consider and follow up. 

Garden Fete 11 November 2018 

Garden Fete no doubt is the annual event that draws the 

broadest participation of the DBS community. Every year, DBS 

parents stand alongside their sons to raise funds for the school. 

On this day, PTA had three operations: Fete Lunch, Café and 

Sales Stall. 

No effort was spared in the preparation, which had actually 

started in the summer months with the procurement of our 

iconic T-shirt and selection of Sales Stall items. Parents were 

meticulous in every aspect - the lunch menu, food-serving 

logistics and selection of café snack items (the exact making of 

the curry sauce and fish ball supplier)! They also became serious 

merchandise designers and critics. 

Each year, over 200 parents help out at the Garden Fete. For 

many of the Grade 7 and Grade 1 parents who served at the Fete 

Lunch, it was their first participation in a large-scale DBS school 

activity and first experience of the infectious DBS spirit. 

The one big difference between this and the previous year was, 

obviously, the marvelous weather. The “customers” also turned 

out with a vengeance. Shortly after noontime, the Sales Stall 

items were sold out. Together with Fete Lunch and Café, PTA 

raised over $200,000 for the school. While the money raised 

fluctuated from year to year, the drive and dedication of the 

parents were always at the highest possible levels. 

Every year, parents ended Garden Fete with a measure of 

fatigue, but a tremendous amount of satisfaction. 

















DBSPTA 

2018 / 2019 





First Parents’ Talk 5 January 2019 

As our children grow in their most formative years, the PTA 

endeavors to find opportunities for our parents to equip 

themselves and broaden their horizon. On 5 January, PTA held 

the first parents’ seminar by Dr. Alman Chan Siu Cheuk ( 陳兆焯 

博士 ), principal and founder of Christian Zheng Sheng College ( 基 

督教正生書院 ). The title of the seminar was “Future education 

( 未來教育 )”. 

accompanying the outing”. “… been to Macau for dozens 

of times, I still find new ideas in this outing: new routes and 

attractions, new things to learn and good food …” 

The outing was again complemented by a photo competition, 

which captured the memory and spirit of the day. 

The light-hearted and witty Dr. Chan delivered an awesome 

interactive session that proved to be as illuminating as it was 

entertaining. Parents who attended would tell you that it was 

an afternoon well worth the time. Perhaps the PTA would leave 

you with an action item and a thought by Dr. Chan. The action 

item: “Mommies, bring your husband along to a parent seminar 

next time.” The food-for-thought, in colloquial Cantonese:「屋 

企唔講道理 , 講愛。」 

Annual Outing 9 March 2019 

The weather was supposed to be bad, but that didn’t deter us. 

Perhaps it is a spirit we acquired from our sons, the PTA held 

its Annual Outing as scheduled. The destination was Macau. It 

was a sequel to the previous year’s outing when we had a sneak 

peek of the yet-to-open Hong Kong-Zhuhai-Macau Bridge 

(HZMB). 

On 9 March, we rode the cross-border shuttle bus to experience 

the trip on the HZMB. We had an introduction to the HZMB 

Hong Kong Port beforehand. After lunch, we embarked on a 

city heritage tour with two guides. Successfully skipping the 

casinos, we walked from A-Ma Temple ( 媽閣廟 ) to Ruins of St. 

Paul’s ( 大三巴牌坊 ), visiting a few historical sites on the way 

including Mandarin’s House ( 鄭家大屋 ) and St. Augustine’s 

Square. 

It was a very enjoyable day. As a parent commented: “… 

didn’t realize that the PTA took it so seriously in organizing 

even a short trip … that there was a “pre-trip” (by PTA Exco) 

… and that there were two senior teachers and two tour guides 

1st - Mr Russell Tam (ex-Grade 9D) 

26 





27

3rd - Ms HO Wai Hung - 

Mum of Engho Lam (7G) 

3rd - Mr Albert Lam - 

Daddy of Engho Lam (7G) 

3rd - Mr Stanley Cheung - 

Daddy of Camill Cheung (9A), 

Maxence Cheung (7G) 

2nd - Mr Alvin Lo - Brother of Anson Lo (8S) 





Second Parents’ Talk 18 May 2019 

For our second seminar, the PTA invited Dr. Agnes Chan ( 陳美 

齡博士 ) to share with us on the topic: How do parents equip 

themselves to walk alongside their children as they advance to 

the next stage of life ( 父母如何裝備自己 , 陪伴孩子走進另一個人 

生階段 ). The Primary Division (PD) parents were also invited to 

attend this talk. 

Sportsmen Dinner 30 May 2019 

We celebrated the achievements of the 20 DBS sports teams 

in the annual Sportsmen Dinner. It was also an opportunity for 

the sportsmen to express their appreciation to the coaches and 

teachers. This year, we captured 12 Overall Champions, 6 of 

which are Grand Slam. Our sportsmen once again took home 

the Champion of the BOCHK Bauhinia Bowl. It was the PTA’s 

privileged to share the joy and the fruits of their labour. 

PAAT Lunch with Teachers 12 July 2019 

The PTA hosted the Parents-Also-Appreciate-Teachers lunch 

to thank the teachers for yet another year of dedication and 

hard work. As a token of appreciation, the PTA presented 

each teacher with a PTA logo toute bag. The recently released 

academic achievements of our young gentlemen spoke volumes 

of the teachers’ devotion. However, we recognized that the 

teachers’ efforts were not only limited to academic teaching, 

but also extended to the well-being and life planning of our 

young gentlemen. 

In fact, this was not the first joint PD and SD Parents’ Seminar. 

Back on 26 January, PD PTA invited SD parents to join the seminar 

by Professor Joseph Jao-Yiu Sung ( 沈祖堯教授 ), the title of which 

was “This is the Me Me Me Generation”. So, the seminar on 18 

May was the third seminar. The SD PTA was delighted that we 

can join forces with PD PTA to serve both the SD and PD parents. 

Dr. Chan is a well-known singer, but she is also a prolific author 

who received a Doctorate degree in Education from Stanford 

University and is a mother of three boys who went to her 

Alma Mater. There just aren’t too many personalities who 

the parents can be fans of for being both a pop singer and an 

exemplary parent. The seminar was very well attended, but in 

case you missed it, there is actually a summary of the talk by an 

enthusiastic parent being circulated in our parent chat groups. 

Grade 12 Graduation Dinner 28 June 2019 

The Grade 12 students thoughtfully invited the PTA to attend 

their Graduation Dinner. This is the 150th graduating class of 

DBS. As one of the last class gatherings before these young 

gentlemen head off to different countries, different local 

universities, they used this opportunity to thank the teachers 

and poke fun at each other. It was a great time celebrating 

with them, and seeing them lighten up again after two grueling 

months of DSE and IB matriculation exams. 

Musicians Dinner 5 July 2019 

This annual gathering of DBS musicians to celebrate their 

success was joined by their mixed choir counterparts from DGS 

and Heep Yunn as well as by the Grade 6 musicians and parents 

from the Primary Division. The PTA was delighted to support 

this dinner and to share in the celebration of yet another year 

of excellent results, including 12 Champions and the Best Mixed 

Choir of the Year award. Many of the musicians were still busily 

rehearsing for the upcoming Europe Orchestra Performance 

Tour and the 150th Celebration Concert when they would 

perform the full Beethoven Symphony No. 9. 

30 





31

A Qualitative Study of a Dual-Curricula School: Diocesan Boys’ School 

With 150 years of history in education, 

Diocesan Boys’ School (DBS) 

has a solid foundation and reputation 

in Hong Kong. With no surprises, 

every year during the application 

season, there is always a long queue 

along the drive. As a parent of DBS, 

this should not sound unfamiliar at 

all. However, why would the school 

bother to implement the International 

Baccalaureate Programme? 

Moreover, how is the implementation 

affecting the ecosystem of the 

school? 

DBS is one of the very first Direct 

Subsidy School (DSS) that adopted 

a dual-curricula approach with NSS 

and IB to provide an educational 

choice to parents and students. 

In Biology, the word “ecosystem” 

describes how living and non-living 

organisms co-exist in the same community. 

This terminology is adopted 

to describe DBS as New Senior 

Secondary (NSS) and International 

Baccalaureate (IB) co-exist in the 

same school. 

To answer these questions, I interviewed 

our Headmaster, Mr. Ronnie 

Cheng to collect information on the 

development of the dual-curricula 

school. Moreover, 12 DBS parents 

with children from both NSS and IB 

were also interviewed to collect information 

on their user experience. 

The following will be a summary of 

all informants. 

Headmaster Cheng mentioned 

that the school switched to DSS 

in 2004. Since then the school has 

been thinking of what they can do 

with the flexibility given by the 

scheme. Soon in 2006, the school 

decided to explore IB, partly because 

of DBS’ ethos in liberal education. 

The school has always been trying 

to explore ways to cater to students 

with different learning styles. On 

the other hand, a rise in attrition 

rate was observed. Students were departing 

for IB schools, either locally 

or overseas. Although it was not an 

urgency to explore, the school would 

like to understand why the boys 

were leaving and would like to see 

what can be done to keep them at 

home. 

The implementation process 

involves the authorisation process, 

which IB mandate the school to 

write the policies and ethos. Since 

DBS is a subsidised school, the 

school policy was the government’s 

policy. Yet, DBS has its own founded 

ethos, mission, and vision. But 

only some of these were put into 

words, and not to the degree that IB 

demands. The development of the 

school’s mission statement and policy 

was then developed in a roundabout 

way. It was first written for IB 

and later became the school’s policy, 

which is beneficial to the school. 

As for teachers, the school 

brought in a group of expats who 

are experienced in IB teaching and 

philosophy. At the very beginning 

of IB in DBS, the two curricula were 

more like operating separately and 

have some glitches here and there. 

However, after years of operation, 

the school encourages cross-fertilisation 

of the two curricula through 

teacher visits. Teachers from the two 

curricula visit each other to observe 

and learn from each other. The 

cross-fertilisation is conducive to 

teachers’ professional development 

and is good for the school culture. 

As for students, the IB boys were 

placed in the Michiko Miyakawa 

Building but the school has no intention 

to segregate the boys from the 

two curricula. Yet, both NSS and IB 

boys are all wearing the same uniform, 

going to the same assembly, 

participating in the same extra-curricular 

activities, and sharing the 

same resources from the school. To 

cater to the needs of students, the 

school hired extra social workers, 

university counsellors, etc. to assist 

the students of both curricula. 

Most of the parents have given 

the educational choices to their 

children instead of choosing for 

them. Yet, most of them have done 

thorough research in IB since a very 

early stage to assist their children 

to make the right choice. Two of the 

parents shared that they began their 

research of the two curricula since 

their son was still in primary school. 

Although they don’t know whether 

their children will choose DSE or IB 

in grade 10, having an option between 

the two curricula is still a vital 

reason for choosing DBS instead of 

other schools. Moreover, it was a 

surprise to find out both NSS and 

IB parents are all very positive to 

the educational choice regardless of 

the curriculum their children have 

chosen at the end. 

The learning approach perhaps is 

the most important factor for students 

and parents to decide which 

curriculum they should choose. 

Many of the IB parents indicated 

that they preferred the IB curriculum 

due to the whole-learning 

approach as each subject fosters 

critical thinking. They also enjoy 

the flexibility of choosing between 

higher level and standard level 

for subjects of their interests and 

strengths. Whereas the NSS parents 

indicated that the NSS curriculum 

is more suitable for their children as 

their children are used to the same 

learning style from the junior form 

and were able to do well, so they 

would like to continue with the local 

curriculum. 

In conclusion, both the NSS and IB 

curriculum have their strengths and 

the implementation of IB causes the 

whole school to evolve in a positive 

direction through sharing between 

students, parents, and teachers 

which fosters better understanding 

and acceptance of the other curriculum. 

Every stakeholder has contributed 

to the bridging and the relative 

harmony of the school in all aspects. 

May everyone in DBS continue to 

uphold the ethos of liberal education 

together. 

Tina Tsang 





The academic year 2018-2019 has come to a close. Generally, 

this is also the time of the year when we get a bit 

of time to slow down and look back at the many things 

that have happened both in the classroom and the wider 

community. It gives us space to reflect on current practices, 

and possibly fine tune our methodologies before 

moving forward. July is also the time of the year when 

the HKDSE and IB results come out. 

Grade 12, two pre-mock tests, both of which are based 

on the Paper 2 writing exam, were introduced as well. In 

fact, when taking into consideration the various Term 2 

writing assessments related to both Paper 2 and Paper 

3, writing accounts for over 55% of the internal subject 

grade in both Grade 10 and Grade 11. This is a lot more 

than the weighting given to writing in the HKDSE English 

Exam by the Hong Kong Exams Authority. 

I am glad to say that we have had a relatively bountiful 

year in terms of our both IB and NSS results. In terms of 

the DSE English results, we have seen an increase in the 

number of ‘star’ students since 2016, from 23% of the 

cohort in that year garnering a five star or double star, 

to around 40% of this year’s 2019 cohort falling into the 

same performance range. Spanning the same 4 years, 

we have also seen improvements in the “Achilles Heel” 

of all English exams, not just in Hong Kong, but around 

the world-essay writing. We went from 23% of our 2016 

cohort getting star grades (both five star and five double 

stars) to about 32% of our 2019 cohort falling into the 

same category. 

Essay writing is one of the most challenging skills to 

master at a high level in almost all English assessments, 

be it the HKDSE, the IELTS or the GCSE. To a large 

extent, proficiency in the written word hinges on massive 

amounts of exposure to the language in print; the 

importance of reading extensively is nothing new, and is 

still very much alive and vital to language growth. 

Over the past few years, structural policies have shifted 

within the English Department that have seen weaknesses 

being identified and targeted. A few vital changes 

have involved highlighting the importance of writing 

in a multi-pronged manner. In Term 2, mid-term assessments 

based on the writing tasks in Paper 3 (Integrated 

Listening, Reading, Writing) and Paper 2 (Essay 

Writing) have been introduced on top of the continuous 

assessments that take place throughout the year. In 

There is a reason for this. As arbiters of the English 

language, we believe writing is a skill that is vital well beyond 

the DSE exams. But writing is also something that 

can only be mastered though constant exposure to the 

written word. And to this end, extensive reading via all 

forms of media and ‘literature’ (be it paperback books, 

text-based media on the internet or ephemera like newspapers 

and magazines) is vital. Time and again, language 

acquisition studies have proven that writing skills go up 

when the reading habit is constantly reinforced. 

There are of course, other ways to increase one’s proficiency 

in English. A student survey for G10 students 

was carried out by the English Department earlier this 

month (July 2019) which revealed a few interesting 

trends. Based on their own experience, a great number 

of students believed that besides reading extensively, 

watching films (be it via Netflix, Youtube, or more traditional 

media) as well as interacting with L1 speakers of 

English were the most effective ways of boosting one’s 

English. 

Indeed, the learning of English should not stop at the 

DSE or IB exams. English is a lifelong communication 

tool that requires constant use, development, refinement 

but most of all appreciation. Once you learn to appreciate 

its simplicity, puns, and various idiomatic uses, 

you will come to accept English as a part of your life; one 

which will sure open many doors for you. 

Layheon TAN, Head of Senior English. 

「基礎中文」在拔萃 

王家朗老師 

自 1930 年代起 , 拔萃一直為非華語學生提供法文 

科 , 作為英文以外的第二語言選擇。此等安排 , 原為 

照顧多元族裔學生的實際生活需要及語文學習差異 : 

基於當年的外籍學生大多不會留港工作 ; 即使留港 , 

其日常生活圈子也無需應用中文 , 再加上法語在全球 

的普及性 , 所以 , 以法文作為非華語生的第二語言一 

直是相當合理的安排。 

然而 , 時而世易 , 留港發展的非華語生漸多 , 欠缺中 

文根基就成了他們生活在香港的一大障礙。事實上 , 

近十多年來 , 關注少數族裔的團體 , 乃至聯合國教科 

文組織 , 皆認定語文教育政策之失敗是少數族裔在香 

港受盡歧視的一大根因 : 一直以來 , 我們以照顧差異 

為名 , 變相將少數族裔拒諸學習中文之門外 , 但本地 

大學聯招卻一直設有中國語文科的最低門檻 , 令就讀 

本地課程之非華語學生的大學之路幾近斷絶。 

縱使拔萃一直鼓勵非華語學生於初中階段選修中國歷 

史科及普通話科 , 以增加應用中文的機會 , 但畢竟這 

並非有系統的全方位語文學習 , 不能取代正規且針對 

非華語生的文化差異及欠缺完整語言環境而度身訂造 

的中文課程。 

有見及此 , 拔萃的中文科組於 2009 年起積極發展初 

中校本基礎中文課程 , 而 2019-20 年度拔萃基礎中文 

課程將邁向十週年的里程碑 : 常言道「十年人事幾番 

新」, 尤幸我們負責基礎中文課程的人手較穩定 , 同 

工能不斷累積教學經驗 ; 但十年下來 , 課程相關的公 

開試 GCSE, 卻經歷了三次重大變革 , 這反映了國際 

間對中文作為第二語言的課程發展愈加關注 , 亦為教 

與學帶來重大挑戰 , 可喜的是我們的公開試表現長期 

保持水準 , 甚至有畢業生打趣說這也許是拔萃歷史上 

表現最佳的公開試科目 ( 當然 ,GCSE 的程度偏淺 , 

不能與其他公開試相提並論 )。 

時至今日 , 拔萃的基礎中文課程漸見規模 , 在初中的 

三年間 , 課程會按部就班的為學生提升中文應用能 

力 , 已遠超當初為達標而服務的宗旨 , 務求令非華語 

生能延續其有系統及有目標之中國語文學習。我們當 

然要明白 , 非華語生學習中文有一定的困難 , 初中三 

年的課程也許亦未能令他們說得一口地道的廣東話或 

以中文寫得一篇好文章 , 但課程至少能令他們不抗拒 

和不害怕中文 , 令語言不會成為他們融入社會和進一 

步貢獻香港的一堵牆 : 舉例說明之 , 近年我們有一位 

非華裔畢業生於港大讀醫 , 他表示在臨牀實習的生涯 

中 , 感受最深的是簡單幾句廣東話 , 有時候竟然比專 

業知識更能安慰病人 , 由此可見基礎的中文訓練 , 對 

非華語生而言可謂受用一生。 

展望將來 , 教育局或會進一步推動本地之「應用學習 

中文」課程 , 這將會是基礎中文課程面對的另一個翻 

天覆地的改變 , 但我們深信 , 只要堅持以學生的需要 

為本 , 任何課程上的改變皆可為學生帶來裨益。 

* 非華語學生是指於小學六年課程未能全時間接受本 

地中文課程之同學 

34 





35

Some memories about the time of the foundation of the French Club 

2019 marked the 150th Anniversary of our school, but also the 

90th Anniversary of the French Department created in 1929 by Mrs 

Lundlack according to Mr Smily’s manuscript, an history teacher in 

DBS in the sixties. Moreover, it is also the time to celebrate the 25th 

Anniversary of the French Club. 

When it was established around September 1994, it was run by 

Dinesh Moorjani as chairman and Vijay Pahilwani, as vice-chairman 

who is becoming this academic year 2019-2020 one of our 

Mathematics teachers in the IB section 

I would like to get this opportunity to thanks Vijay who expressed 

himself about this particular period of 1994. 

« Back in those days, being a non-Chinese primary 

school student often meant that Chinese periods at 

school were effectively free lessons to quietly do our 

homework or revision for other subjects. For many of 

us though, this status-quo changed when we arrived at 

DBS as Form 1 students. I found myself in a classroom 

with many other non-native speakers of Chinese from 

other primary schools, as well as ethnically Chinese 

students who had lived in far away lands like Sydney, 

Toronto, Louisiana or Johannesburg and only spoke 

Cantonese at home - if they did at all. Our shared lacked 

of knowledge in one language thus became a uniting 

impetus for us to embark on a journey of learning a 

language that was the undisputed lingua franca of 

the diplomacy world until the Treaty of Versailles was 

signed. (Have you never wondered what’s up with “Par 

Avion”?) I remember our initial experience with this 

intrinsically beautiful language was as far from being 

romantic as a linguistic experience could ever be. The 

creative highlight of our lessons were confined to the 

drawings on mandatory vocabulary cards we were made 

to create at the metronomic behest of a French teacher 

who was apparently sold to this time-tested but lifeless 

approach to language acquisition. Fortunately, French 

at DBS began to breathe life when a young Frenchman 

took over the helm and integrated French music, poetry, 

and cinema into our language learning. Our French 

experience soon began to grow beyond the confines of 

the four walls as many of us forged formal and informal 

ties with the French Club. Reminiscing now on the opportunities 

French gave us, I can recount an interview 

at an RTHK show French Connections, participating 

in an Interschool French Drama Competition as well 

as developing with two other Computer Studies students, 

an award-winning computer program written in 

Pascal to learn French. French continued to serve me 

well later on as an IB student where I had an awesome 

French room-mate from Nice and even when I took on 

a semester of French as a humanities elective at university. 

French came in handy later as I toured France with 

my friends and during my scientific research in Europe 

with my French supervisor and colleague. As the pages 

of time swiftly turn in my memory, I find the passages 

written in French have begun to fade from a lack of 

daily practice. Nevertheless, my gratitude for the French 

language has far from diminished. » 

A year before Vijay, Marco Wan who is now 

Associate Professor of Laws at Hong Kong University 

was also a form 5 student in 1993 and graduate with an 

A in French examinations of the time. He was in Form 

6 in 1994 and he was always very dynamic to promote 

French. He still use it fluently and we thank him to give 

a bit of his feelings about that time: 

« Some of the best memories I have of my time at DBS 

are from the French room. Classes were always fun, 

partly because they were so wide ranging since the 

emphasis was on self expression, we had quite a bit 

of freedom when it came to choosing the topics we 

engaged with. The focus was always on learning and 

exploring, and while exams were obviously in the back 

of our minds, that’s where they stayed-in the back 

(from my recollection, our cohort did pretty well in the 

public exams at the end). Worlds opened up before us 

as we moved from thinking about drama to designing 

games; from drawing cartoons to reading fiction; and 

from watching French television programmes to talking 

about culture and politics in a different tongue. Learning 

French at DBS gave me wonderful friends, confidence 

in formulating my ideas, and an intense curiosity 

about the world. « 

Moreover, we have found in the French room 

vaults the rushs of a movie « Mind Blows » in VHS, 

directed by former French boy Ravi Nagdev in 1996 who 

was able to edit the first draft of its English version. 

Here is a brief interview on the matter. 

36 





37

2019 marks the 25th anniversary of the French Club. 

Do you remember how the idea to make a movie came 

out that year? 

The idea came from our discussion with our French 

Teacher and Master in Charge of French Club, Mr Sourd, 

I was the Chairman of French Club at that time, and had 

an exchange student from Belgium, Johan Jacobs and 

between the three of us and we were big fans of movies. 

DBS French Club had worked on a couple of French 

Plays by then and The Drama Club (Which I was also 

involved with) was involved in many Inter School and 

Inter-House Drama Productions, and this was mainly 

fueled by our love for the movies. So when Mr Sourd 

suggested he would provide his Video Camera and we 

would could make a short film, we jumped at the chance. 

How the script was designed? 

Johan Jacobs wrote the script, he wanted to speak 

about the pressure to succeed in HK school system and 

his point of view was from someone coming from outside 

HK. The story was about Secondary School students 

and how important it is for them to compete to be best 

in school results. 

How did you choose the actors? 

Basically the main role was played by one of the best actors 

in school at that time, and of course being involved 

with the Drama club we our friends and Drama club and 

french club members to play parts. The “adults’ in the 

films were played by friends of Mr Sourd 

Do you remember how the scenes were shot? 

I remember we had a lot of fun, the shoot was done over 

2-3 days. We shot the opening 1st scene at the home of 

Mr Sourd’s friend and we then shot the Night Scenes at 

the School Drive during evening time. Our Headmaster 

Mr Lai gave us permission to shoot a sequence in the 

Headmaster’s office (The old office) and we were able to 

shoot at the School Canteen after school hours (with the 

background noises) 

What was the major difficulty when you shot the movie? 

Looking back, I don’t remember much difficult, in 

those days the schoolboys were pretty innovative, we 

just made things work. We wanted a Trolly shot up the 

school drive and we “borrowed” a Shopping Cart from 

Park N Shop and shot with Mr Sourd operating the camera 

while sitting in the shopping cart and us pushing the 

cart around. We just made thing work 

Why the movie was not edited at that time? 

We didn’t not have movie edit equipment on Computers 

as easily available, and Video Editing had to be done 

by booking Editing Room. Mr. Sourd offered to do it in 

France when he visited the country next. And of course 

with Exams and then us graduating from School onto 

Universities and Jobs the video was thought to be lost, 

until now. 

What was your feeling when 25 years after Mr. Sourd 

asked you to edit the movie for the 150th Anniversary 

of the School? 

I was excited to do it. I know it would take a lot of my 

time but was keen to work on to it, It is still a work in 

progress as finding time from Work and Family Commitments 

is tough, but a rough edit is ready now. 

What are the best memories you have from this singular 

experience and what do you suggest to the young generation 

of DBS boys nowadays? 

My Best Memory is shooting the scene at night at DBS, 

my advice is think out of the box. DBS has always had 

students who are creative and innovative and achieve 

great things through their passion. Creating something 

which excites you brings joy. But work at your own pace 

and follow your passion especially when you have a supportive 

environment at School. 

We thank a lot Ravi to have answered our questions and 

spent time on the editing which is still in process. 

Finally, I would like to give the voice to Ricky Young, 

who studied French also in the mid 90s. He is now parttime 

member of our French Department teaching this 

new academic year 2019-2020 G7, G8 Advance and G10 

NSS boys. 

« I started learning French when I was in Form 1 (now 

known a Grade 7) back in 1991. Our French teacher 

then was Madame LAU. She was very strict and would 

only talk to us in French. I still remember clearly how, 

on our first ever French class, she taught us the trick 

to properly master the technique of pronouncing the 

famous French “R” by gargling some water! We had to do 

it together in the classroom where there was a little refrigerator 

containing a bottle of water and some cups… 

Speaking of the classroom, I think the French Room 

can be considered as quite a rare and unique one at DBS 

during that time. Its amphitheater style setup, all in 

wood, allows a good interaction between the teacher and 

the students, which is perfect for language learning. 

As a “French Boy”, we had to travel to the French Room 

every time for our class while the non-French boys 

stayed in the same classroom for their Chinese class; 

and then during Chinese History class we would go to 

the library. I am still convinced that the non-French 

Boys were jealous of us as we had the privilege of 

exclusive access to the library. For this, I think it was 

quite special to be a French Boy for we had extra opportunities 

to stretch our legs a bit outside our own classrooms 

compared with the others who could only change 

classrooms for subjects like Art, Design & Technology, 

Integrated Science, Music, and Physical Education. 

When I was in Form 5, I was elected to be the President 

of the French Club. We had joint school events with other 

secondary schools that taught French such as DGS, 

MSS, MCS, SJS and LSC. So every now and then we 

would travel to each member school to hold after school 

meetings, to discuss, for instance, the publication of a 

French student magazine and to rehearse for the Interschool 

French Drama Competition. It was all a valuable 

experience and memory. Merci ! » 

I really hope to create a special French day to celebrate 

beside the 150th Anniversary of the School, the 90th 

Anniversary of the French Department as well as the 

25th Anniversary of the French Club with a special 

screening of the movie « Mind Blows « edited and 

restored in both French and English in the presence of 

the team who worked on it and put so much effort and 

passion into it. 

38 





39

父母如何裝備自己陪伴孩子走進另一個人生階段 ? 

Alex Ma 

IB 中文知多少 …… 

May Chan (Mother of Evan Wong G10 IB) 

踏進 5 月 , 又是家教會一年一度的免費講座 , 今次很榮幸邀請到 

陳美玲博士到訪分享心得。 

兒時 , 陳博士已經是香港街知巷聞的歌星 , 但近年陳博士名聲更 

上一層樓就是她的教兒心得。最近朋友送了她的一本書給我 , 他 

說 :[ 啱你 , 你們理念一致 !] 今次能夠近距離親身見陳博士 , 真是 

多謝家教會安排。 

當天參與人數非常踴躍 , 要動用演講室才可接待所有中小學的家 

長。 

陳博士指出今天太多幼童父母用手機當電子奶嘴 , 根據世衛的指 

引 ,5 歲前是不應使用手機 , 如果幼兒習慣閃動畫面和聲音 , 對 

未來讀書興趣定必大大減弱 , 不要說另一可能是手機螢光幕的藍 

光 , 是有機會令到發育中兒童的眼睛近視加深 ! 

她說了倆個很有趣例子是如何激活增長的神經元突觸 , 一個不太 

懂煮早餐的媽媽 , 每天早上只懂煮烚雞蛋 , 今天她安排在早餐枱 

上吃 , 明天在梳化上 , 後天在寫字枱上 …… 就是每天替兒女締做 

不同新鮮感 ! 原來神經元突觸主要是在 8 歲前增長 , 利用不同環 

境可起到刺激增長效果。另一方法是做相做同的事 , 但利用不同 

時間 , 譬如不同時間去公園 , 因為日光不同 , 兒女感覺就不一 

樣 , 不須要靠旅行才可產生新鮮感。因為不斷有新鮮感 , 兒女每 

天便更期待明天會有甚麼新事情發生 , 令到成長變成愉快學習的 

遊戲 ! 

兒女踏入青春期 , 暴躁不安 , 又不斷挑戰父母權威 , 父母必須知 

道這是成長過程產生荷爾蒙作怪 , 這些反叛行為是訓練兒女有獨 

立思想和邏輯 , 父母應耐心聆聽、解釋因由和討論問題 , 從而幫 

助兒女渡過青春期帶來的成長副作用。 

陳博士強調要從小培養兒女有健康的心靈和體魄 , 要擁有自我價 

值 ! 她再詳細解釋良好性格的培養 , 如不妒忌 , 為別人得獎而高 

興 ! 學習不比較 , 更不要怕告訴別人自己唔識 ! 謙虛請教別人 , 

因此會獲益良多和受朋友歡迎 ! 培養對學習的濃厚興趣和慾望。 

根據教育心理學的理論 , 人是喜歡學習和充滿好奇心 , 這是與生 

俱來的 ! 父母能主動把學習變成遊戲 , 天天求新鮮的體驗 , 這種 

方法和店舖賣的遊戲比較 , 更有効和吸引力能維持更久 ! 

總括來說 : 家長應該每天創造新的體驗、驚喜和學習經歷 ! 提高 

兒女的學習慾望 , 學習便永遠不會沉悶 , 成績便有望可有意外驚 

喜 ! 

日月如梭 , 眨眼間小兒在拔萃 IB 預備班的學習已接近尾聲。他能 

夠成為男拔萃的一員是我們全家的驕傲 , 拔萃精神引導我們邁 

向目標 ! 從他和我分享的學校生活點滴中 , 我們對學校非常感 

恩 , 更證實男拔萃名不虛傳 ! 感謝校長和老師們啟發學生無限潛 

能 ; 感謝校工們默默付出 ; 感謝家教會和家長朋友們無私奉獻和 

分享 ; 感謝師兄們關心和提點 ; 感謝同學們互相鼓勵、守望相 

助 …… 

回想去年 , 小兒中三選科時猶豫不決的情景還歷歷在目。當時最 

擔心的是中文科 , 好像看到死亡之科正在向他招手 , 現在想起仍 

心有餘悸 ! 他從英文小學升入中學後 , 雖然中文寫作保持了較 

好水平 , 但中文綜合卷的成績每況愈下 , 一年不如一年。失分重 

災區是文言文、課文問答和閱讀理解。他自己總結原因是沒有記 

熟文言文字詞的解釋、不想背誦參考答案和猜不透文章深層的意 

思。由於 IB 中文科更注重培養學生的分析、比較及書面和口頭表 

達等能力 , 不需要死記硬背標準答案 , 所以我們選讀了 IB。 

綜觀今年 IB 預備班的中文學習 , 其學習方式和以往大相徑庭。老 

師教導學生根據文本的內容、形式、目的、受眾以及相關背景等 

角度分析詮釋文章 , 掌握文本的寫作手法、技巧和寓意等等。雖 

然小兒第一次 IB 中文寫作的分數不高 , 當理解了寫作方法後 , 他 

在期中考試和下學期的多次作業中都得到了理想的成績。 

他今年九月正式開始為期兩年的 IB 課程 , 和大多數同學一起學習 

中文語言 A 普通課程 : 語言與文學。此課程要求學習數篇非文學 

文本和四部作品 , 兩部自選 , 另兩部分別是《國際文憑指定閱讀 

書單》上的作者撰寫的作品原著和譯著。例如 :《雷雨》、《玩 

偶之家》等。課程評估包括兩份公開試卷和一次校內個人口試。 

在學習過程中 , 教師會引導學生建立 [ 學習者檔案 ] , 開展持續 

的非正式評估 , 發現多角度的跨文化視野 , 反思文化價值觀 , 積 

累撰寫分析文章和比較論文的經驗和技巧 , 為參加公開試做好準 

備。教師還會教學生如何為校內個人口試作好準備 , 包括選擇文 

本和相應的全球性問題 , 對學生創作的口頭表達大綱提供意見反 

饋 , 指導學生採用非評估用的文本和全球性問題作口試練習 , 但 

不可以和學生實際演習口試。 

整個中文課程不再是聽說讀寫的一次性考核方式 , 不用背誦文言 

文解釋。在公開試中 , 學生所寫的分析文章和比較論文只要能夠 

自圓其說、言之有理 , 就能得到理想的成績。如果您的孩子熱愛 

思考 , 寫作能力較強 , 不喜歡背誦課文問答的標準答案 , 根據我們 

的經驗 , 他比較適合讀 IB 中文。 

希望我們的分享 , 能夠給有關家長增加和孩子聊天的話題 , 進 

一步引發相關討論 , 以增進對 IB 中文的了解 , 引導孩子做出正確 

的選擇 , 取得更好的成績。 

出於其類 , 拔乎其萃 May Tong (Mother of Dash Class IB 2019) 

一年後再看「男拔」 Rosetta Choy (Mother of Cyrus Wong G7S) 

閉上眼睛 , 一切的回憶就像電影一樣 , 在腦海中一格一格的重 

播 …… 

還記得大兒子 Dash 從小六升中一的時候 , 得悉他能升讀拔萃男 

書院 , 那一份興奮的心情 , 實在是難以形容。那一天 , 夏日耀 

眼的陽光就像我臉上的笑容 , 一路陪伴着我來到拔萃男書院辦理 

手續 , 在辦公室窗口的兩旁「出於其類 , 拔乎其萃」這八個字 

就湧入眼簾 , 那麼的適合 , 那麼的舒泰 , 那麼的當然 …… 就像 

從始至終 , 這八個字就應該安放在這裏。 

真的 , 孩子在這六年中 , 我深深的感受到 , 無論是這裏的學生 , 

這裏的校長 , 副校長 , 各位老師 , 教職員 …… 原來都是「出於其 

類 , 拔乎其萃」! 

當然不能不提的是家長 , 拔萃的家長真是超乎常人的。而 PTA 

的一班 buddies 更是無話可說。衷心多謝我們的主席 , 副主席 , 

所有 PTA 的成員和所有的家長 , 沒有大家的付出和努力就不會成 

功。我們的 Garden Fete, 從籌劃 , 準備 , 進行 , 檢討 …… 處處 

盡顯我們的真心 , 用心 , 用力 , 全力以赴的拔萃精神。還有美 

輪美奐 , 經濟實用紀念品的製作 , 家長講座的籌劃 ,PTA 旅行 , 

一切一切 …… 我不是王婆賣瓜 , 我親身感受的一切 , 就是最真實 

的經驗 , 也是最美妙的經驗。在這裏再次衷心感謝我最愛的「 

拔萃」, 你給予我的兒子和我們一家最美麗的回憶。「出於其 

類 , 拔乎其萃」就是我們拔萃的精神。 

我的兒子加入「男拔」這個大家庭快一年了 , 現在我也來湊湊熱 

鬧 , 談談感受。 

兒子在學校認識了很多新同學 , 他們的性格各有不同。有些非常 

乖巧 , 有些比較緊張分數 , 有些則非常頑皮。我跟兒子說 , 那些 

具正義感、又公正不阿的同學 , 我們多與之來往 ; 另一方面 , 在 

學業上有競爭是難免的 , 但那是良性競爭 , 大家必須要具備正面 

的心態 ; 至於那些搗蛋的同學 , 我們不要學習啦 , 老師自然會教 

導他們。兒子的性格比較文靜 , 但是十分慶幸 , 他跟大部份同學 

都合得來 , 很快便投入了學校的生活 , 而且每天放學回家還會跟 

我分享學校的趣事。 

有一次 , 跟一位校友老師閒談 , 他問我知否男拔的特色是什麼 ? 

我一時語塞 , 我在想 , 說到男拔特色 , 應從何說起呢 ? 後來他告 

訴我 , 是培訓領袖。男拔多年以來 , 培訓出不少傑出的領袖。這 

一點 , 我相信只有在男拔生活過的才知道。 

「男拔」歷史悠久 , 校友眾多 , 就像我的鄰居是校友 , 遇上裝修 

公司的老闆是校友 , 去看醫生大國手是校友 , 遇見某議員是校友 

⋯⋯ 不同界別的人士都會有男拔的校友 ! 說起來 , 有一位資深校 

友令我印象難忘 , 他今年快七十歲吧 , 說了很多男拔往事 , 令我 

嘖嘖稱奇 ! 例如 , 在很多年前 , 男拔是會收泰國華僑生的 ( 現在 

沒有了 ), 還使他第一次看到泰拳的厲害 ; 以前的嘉道理山有部份 

地段是屬於男拔的 ; 以前美國的哥倫比亞大學特別喜歡錄取男拔 

仔等等。不過 , 無論是來自那一個階段的校友 , 只要他們說起往 

事 , 臉上總是流露出愉快的笑容。見到他們 , 我便知道 , 將來兒 

子畢業後也會像他們一樣 , 中學生活總是帶給他美麗的回憶。 

見到現在的同學、畢業的校友 , 我在想 , 除了培訓領袖之外 , 男 

拔精神還有什麼呢 ? 我對我的兒子有什麼期望呢 ? 雖然兒子還 

是初中階段 , 但也是時候要有 critical thinking, 批判性思維 , 所 

以 , 我經常把我的所見所聞跟兒子分享 , 我們會討論對一些事情 

的看法。我希望兒子在這幾年的中學生活中 , 能夠好好學習 , 不 

僅是課本上的知識 , 還要具邏輯的思維 , 及廣闊的視野。 

一年前的期望到了一年後 , 有了不同的看法 , 所以又有新的期 

望。我對兒子的最新期望是什麼呢 ? 我期望五年後的兒子 , 會是 

一個具分析力、懂得世情、學問淵博的謙謙君子。在男拔 , 除了 

運動了得、音樂了得 , 學業了得 , 我還期望品行、品德方面也要 

了得。這是一個很高的要求 , 但我深信「男拔仔」做得到。 

40 





41

Study Tips Barry Lau (Class 2019) 

Passage for PTA newsletter 

Chu Check Hei Leo 12D 

While there is a plethora of study tips and skills that one can 

easily glean online, I have always believed that whether one 

succeeds in studying ultimately depends on one thing—one’s 

willingness to study. It is, ironically, often overlooked as parents 

coerced their children into attending ten different tutorials 

a week. When I had the privilege to tutor junior students at 

school, I have noticed how the willingness to study and the 

desire to improve significantly determined the level of achievement 

a student could eventually attain. For students who were 

self-motivated to study, I’d gladly (and guiltily) admit that I 

had barely done anything as a tutor to help them improve, yet 

their grades shot up by a few levels in merely two years. It’s not 

what one does that matters, but whether he cares about what 

he does. 

This is just a general direction that I’m providing based on my 

own experience. Undeniably, changing one’s attitude towards 

studying is a much harder problem, and very frankly, one that 

I know not how to solve. Yet, I did notice how peer influence 

played a part in converting some students’ attitudes. From parents’ 

point of view, it takes prolonged endeavours of trial and 

error. I believe it’s only after a student develops the willingness 

to study that the “tips and skills” would truly help them see 

improvement in their grades instead of becoming futile efforts. 

拔萃仔高中一人身兼數職乃平常不過的事。以我為例 , 中一加入 

了越野隊及田徑隊 , 生活從此離不開運動。放學後不是趕回家溫 

習 , 而是留在運動場與汗水拼搏一番 , 然後帶著疲倦的身軀回家 

梳洗吃飯 , 晚上 9 時許才開始整理作業。日復日 , 年復年 , 如是 

者便是六載。升中六的暑假是決定文憑試成績優劣的關鍵 , 我為 

了兼顧運動和學業 , 想盡辦法把時間分配做得更臻完美 , 務求能 

在倉促的溫習時間裏再擠多一點兒分配給跑步訓練。猶記得當時 

每星期天便 6 時起床 , 在家附近進行一課 15-20 公里的長距離訓 

練 , 完成時才 8 時許 , 回家整頓一番 , 準時 9 時開始溫習。中六 

時不僅要備戰文憑試 , 還要準備 11 月的學界越野賽。即使減少了 

訓練節數 , 但每星期 4-5 次訓練是少不免的。 

每人一天有 24 小時 , 這是世上最公平不過的事。至於怎樣利用 

這 24 小時 , 只有自己才可以控制。時間從來都足夠 , 只是事情 

重要性有優次而已。我們心中認為重要的事 , 再忙碌也能抽時間 

完成 , 反之亦然。魚與熊掌不可兼得 , 時間管理的關鍵在於學懂 

取捨與犧牲。希望升中六的拔萃仔能夠在文憑試中奪得佳績 , 加 

油 ! 

讀書心得 Lee Wang Hon Alvin, Class of 2019 

讀書方法因人而異 , 但要取得佳績 , 就必要建立有條理的讀書模式。我建議平日預留時間供自己消化 , 複習 , 並預習 , 免得日後要死記課 

本知識。到了密集的考試期前 , 更要早至少三星期便自行設計及實行溫習時間表 , 提醒自己要加把勁 , 調整生活作息 , 維持充足睡眠。 

另外 , 很多同學都有補習 , 更指補習比平時上堂聽課有用。我本人並無任何補習 , 因為我相信學校的教育質素 , 只要認真聽課就行。當然 , 

我並非否定補習的好處 , 但切忌抱着人補我又補的心態 , 補習始終貴精不貴多 , 切勿本末倒置。 

Study Tips for DBS DSE Boys 

Matthew Chow 12D 

For F3-5 boys, I recommend focusing on one’s weak subjects, 

which are likely to be Chinese and/or LS for DBS boys. LS should 

be a relatively minor problem because many LS teachers in 

DBS are HKEAA markers, meaning that they are knowledgeable 

regarding what constitutes a good essay. However, much work 

needs to be done in order to improve one’s Chinese grades. 

Reading more classical Chinese is recommended as it strengthens 

one’s ability to recognize and decipher certain Chinese 

vocabulary. For writing, I recommend argumentative essays 

for those who are hardworking yet weak at Chinese. As long as 

one manages to come up with at least 3 points with examples 

included, it is quite easy to write a Level 5 (or above) essay. Paper 

3 (Listening and Integrated Skills) is easy to master as long 

as one does a lot of past papers and completes essays in class 

seriously. Different people have different methods to master 

the speaking exam, so I would recommend DBS boys to find a 

method that feels most effective and comfortable to them. 

F6 boys should really spend more time on doing past papers because 

teachers have mostly completed the core part of the syllabus. 

After doing each paper, one should place extra emphasis 

on checking the answers and thinking about how to do better 

next time (e.g. in terms of time management). When doing 

DSE papers, remember to use a timer to record how long you 

used to complete the paper. During study leave, remember to 

revise a few subjects every day to prevent oneself from getting 

bored/exhausted. Before the real exam, avoid staying up late so 

that you can sleep well and subsequently do your best after you 

arrive at your exam desk the next day! 

Nobody is flawless 

It is absolutely normal for one to make a mistake or two once 

in a while. Unsurprisingly, this ‘rule’ also applies to learning. 

After all, how could we expect a student to get perfect scores 

in every quiz, test and exam? 

Unfortunately, I see many students get overly frustrated and 

angry at themselves whenever they are unable to get full 

scores, and frankly, I believe that this extremely unhealthy 

attitude could severely hinder their learning. It is of my strong 

opinion that for one to improve, one must accept the fact that 

making mistakes is no big deal. Instead, it is a crucial part of 

Hei Li 12D 

the whole learning process. 

But that is merely the first step. After embracing our mistakes, 

we must try our best not to commit the same mistakes again. 

Carefully analyze the possible reasons that caused you to 

make an error. Did you misinterpret the question? Failed to understand 

an important concept? Or were you just careless? After 

identifying your weaknesses, take small steps to overcome 

them. With perseverance and patience, you will ultimately see 

yourself improving in the long run. 

Wish everyone good luck and all the best! 

考生留言 

Kwok Chin Hin 12P 

你好 ! 我是 12P 的郭展軒 , 以下是我為師弟所撰寫的留言 : 

我認為現時學校給予學生的學習資源多樣化 , 學生可以多善用。 

其實上課時專心聽書是很重要的一環 , 因為老師在上課時不斷傳 

授給學生的是學習最重要的概念。老師們在上課時會多次給予 

學生機會提問 , 這時如果學生遇到難題 , 不妨提出 ; 或者可以 

選擇在課後、課餘時間向老師發問。不要讓自己把不懂的課題 

積累 — 這只會讓你對學習失去熱誠、也會讓你對老師失去信心。 

每天放學後可以花點時間簡單瀏覽今天的學習內容、做一點課後 

練習 , 把知識一點一點累積。在考試前 , 可先參閱考試範圍 , 了 

解考試模式 ( 如是否有短答題、長答題等 ), 對「遊戲規則」有 

所了解才開始備試 , 這可以讓你在温習時先設想一下有哪些課程 

內容會被重點考核 , 從而好好分配適當的温習時間予每一個項 

目。也可以多思考每個不同課題之間的關連 , 例如數學科中統計 

(Statistics) 的問題常會牽涉概率 (Probability), 這不但可以 

讓你對課題有更深入、透徹的理解 , 也會使你在面對新題型時不 

知所措、束手無策。 

Leo Chu, Alvin Lee, Jay Kwok, Matthew Chow, Asa Fong, Barry Lau, Hei Li 

42 





43

Your Future Path Alex Lee (Class 2019 12G) 

潤物細無聲 

時光如同白駒過隙 , 蓦然回首 , 我在拔萃男书院已經三年 , 這三 

年來 , 拔萃如同「潤物細無聲」的春雨滋潤著成長中的我 , 讓我 

汲取著知識的精華 ; 也如同一座堅實的鎧甲 , 任外面密雨斜傾 , 

我在其中依然可以坐擁王城 ; 又如同一位無話不談的夥伴 , 每時 

每刻都能傾聽彼此的心聲。我於拔萃書院 , 可能只是一個「過 

客」, 但拔萃於我 , 確是青春這一站的「歸人」, 此生只一相 

見 , 便永生難忘。 

我在這次國際文憑考試中取得滿分可以說是情理之中 , 意料之 

外 , 而這其中夾雜了種種因素。古人有曰 :「精益求精 , 密益加 

密 , 本風會使然」, 只有在道路坎坷不平時選擇了堅持下去 , 才 

會有今天優秀的成績。要想提高學習效率 , 必先調理好學習的心 

態 , 因為在溫習的過程中必然會遇到挫折 , 而往往只有那些受耐 

IB score 

In May 2017, my father’s company’s order 

to relocate us from Shanghai to Hong 

Kong lingered. I had to change school, but 

the admission period had ended for every 

Hong Kong school I thought of. 

The news was so abrupt and deluding 

that I hided it from my friends. During a 

physics lesson, Surya smiled, “Let’s study 

Chemistry again next year.” 

Bitter tears unzipped my lips, slithering 

down the throat. As I swallowed them, 

I tried to raise my muffled voice and to 

tell him that I would neither study again 

with him, nor with all of you, the greatest 

friends that I had known for years; but 

my teeth were grinding against my contorted 

lips so painfully that not a word 

spurted out. 

It was as if my 9-years dream in Shanghai 

had evaporated overnight. 

In the wake of the news, my parents 

wrote to ESF colleges and even called 

LPCWC to ask if they still accept late 

applications. Their admins rejected me 

straightaway, saying that I would need 

to wait until October to apply since they 

have closed the admission period. Swayed 

by their unamiable attitude, only DBS was 

kind enough to read my parents’ email. 

Fate brought me here. 

Regarding that, I would like to thank Mr 

Wu for considering my urgent application, 

and ultimately accepting me into Grade 

11. Another instance I depended on Mr Wu 

would be after receiving my Cambridge 

Medicine offer when I was more troubled 

than delighted. Having been internally 

rejected by DBS for all Oxbridge scholarships, 

I could not send a single application 

out, except HKSES which I was ineligible 

for. I informed Mr Wu about this matter 

and he was kind enough to bring it up 

to the Headmaster. Upon enquiries, a 

conclusion was reached which determined 

my fate—that I would not be able to 

study in Cambridge unless I carry a risky 

$2 million loan possibly till my 30s. Eventually, 

none of us received an Oxbridge 

scholarship this year; possibly signalling 

the sheer difficulty that overshadowed 

even the best DBS applicants, who were 

certainly much better than me since I 

was not good enough to be allowed to 

compete in the first place. 

Upon opening the Pandora’s box, there 

were several days when I would wonder 

around after school till dawn. In the vicinity 

of a gas station, the stench of petroleum 

blended with the moist air, condensing 

into a gauze fabric of mist which 

Allan Zhu Hongyi (Class 2019 IB) 

力強、有上進心的學生才可以百折不撓地勇往直前。此外 , 學業 

中的時間管理也格外重要。考試前必先制定可行的時間表 , 將時 

間合理地分配給每一科 , 並在複習時立下明確的目標 , 以免自己 

迷失了溫習的方向。同時 , 在我們奮力拼搏時也不能忘了日常作 

息的重要性 , 因為只有在這種勞逸結合的狀態下才對學習最有 

利。在此 , 我由衷感謝學校及老師對我的教導。拔萃以她溫潤如 

玉的個性哺育了我 , 那麼我願意在吸取了拔萃的精神和養分之後 

溫柔地回報全世界 , 努力成為一個服務於全世界的人。 

眼看即將在這傷感的夏季離開拔萃 , 我希望激勵了我們一代又一 

代拔萃仔的拔萃精神得以傳承 , 令更多學生不斷攀登、精益求 

精 ; 的確 , 拔萃 , 是一輩子的事 ! 

Chan Yu Kiu (Class 2019 IB) 

draped the city in diaphanous folds and 

washing away all confusion and tears. A 

few yards from the drainage collected 

a muddle of encroaching undergrowth, 

which flourished in an interspersed 

pattern sporadically seen as the moon 

poured softly from somewhere above the 

veranda. Even my silvery palm conveyed 

regrets; Disrupting the silence, a gust of 

wailing wind swirled the trees, causing a 

profusion of fallen leaves to capsize the 

branches below, cracking several crispy 

layers before a soft descent, as if they 

were sobbing. Sobbing convulsively, her 

emotions against the current, borne back 

ceaselessly into the past, when rejection 

was at least better than acceptance 

without being unable to go, and when you 

know you could possibly not have done 

anything better to reverse the dilemma 

since fate had stopped you. 

Being entangled in this financial dilemma 

extinguished the joy of scoring 45, for we 

know academic success does not take us 

to where we want in life. 

Thinking about what you want to be 

or pursue when you grow up might be 

daunting at this stage. However, in a blink 

of an eye, you will be graduating from 

DBS and heading out to continue your 

next stage in life. And so, whatever you 

are planning to do in the future, you need 

to be able to manage your time effectively 

throughout your secondary school 

life in order to actively prepare for it. 

So this begs the question, how exactly 

can you prepare for your future? This 

can be answered by acquiring a clear 

understanding of the three components 

“what”, “why”, and “how” when it comes 

to choosing your career path. In terms 

of “what”, it is important to nurture and 

engage your interests; this can be something 

that you have enjoyed doing from a 

very young age such as drawing, playing 

a certain instrument or even reading. An 

origin of interest could also be a particular 

subject you find intriguing, a subject 

which leads you to ask the teacher various 

questions after class, or one where 

you carry out research or read more 

about it in your spare time. For me, due 

to my cheerful, empathetic and talkative 

personality, I am always looking forward 

to participating in voluntary services 

where I can help people in many different 

ways. Along with my interest in biology 

and chemistry subjects, this allowed me 

to realize how medicine is an optimal 

choice for me to pursue in university as 

well as in the future. 

Once you have decided or at least 

thought of a preliminary subject, it is 

time to address the “why” component, 

which mainly consists of your reasoning 

詩的煙火 , 宛若星落 

( 前言 : 筆者有幸被邀應著僥倖而得的狀元名銜書寫一段感言 , 

自知沒有什麼學習的大道理大心得分享 , 於是寫寫近日來讀詩的 

心得 , 希望能讓大家一窺考試制度以外詩歌與文學的意義。) 

在這個追求訊息真相的時代 , 詩歌或許可以被看作一種阻礙時代 

發展的古董。在這一行一行的鉛字中你不僅不會輕易找到真相 , 

還會被反復蒙騙 , 使你質疑自我 , 久久不能自已。就連李嘉誠登 

報的那一句 “ 黃台之瓜 , 何堪再摘 ”, 也被玩味咀嚼良久 , 在這濁 

亂的時局中成為誰嘴角不明的微笑。 

是的 , 詩歌仿佛與我們渴望看見的出路與光明背道而馳。我們渴 

望看清時代的面目 , 渴望在漫漫長夜後能除下口罩以真實身份相 

見擁抱 , 渴望遮蔽著人性的高墻倒下 ; 也渴望能與身邊的人坦誠 

相對 , 渴望能相互理解相互扶持 , 渴望能穿越人心的距離來到彼 

此最終的抵達。 

可是我們也慢慢意識到 , 沒有所謂真相 , 只有更多的觀點與角度 

拼湊出的一幅殘忍的蒙太奇 ; 我們在吵架中在深夜裡也慢慢明 

白 , 兩個人相處並沒有什麼對錯 , 只有不同的世界觀在縫合又在 

碰撞。慢慢地慢慢地浮現的真相是 , 原來沒有真相 , 也沒有對 

錯。 

就正是因為這樣 , 詩 , 以及文學 , 才變得如此的重要。原來那一 

行一行氤氳著霧氣的詩句不是在融化世界固定的輪廓 , 而是讓我 

behind this interest. This component is 

especially crucial as it acts as a confirmation 

for what you might be doing for 

the rest of your life. In addition, it allows 

you to find the motivation to not only 

aim higher in your studies, but also to 

overcome any difficult obstacles along 

the way. For instance, aside from the 

aforementioned reasons, the origin of my 

interest in medicine also came from the 

many interactions I have with a doctor 

who is a close friend of my father. I became 

inspired by his empathetic and kind 

personality, as well as how by becoming a 

doctor, he succeeds in his mission to help 

and serve people every day. Being able 

to witness such a motivational story encourages 

me to study harder continuously 

so that I can also bear the same values 

as a doctor one day. If you are able to 

provide a personal reason for your own 

interests, it can definitely benefit you in 

the long run, especially for your personal 

statement and interviews. 

Last but not least, you have to wonder 

“how” you can gain any further exposure 

on this interest so that you can convince 

not only yourself, but also other parties 

with utter confidence and experience that 

you are fully committed to this choice. 

There are many ways to find your answer 

to such question: one might apply for 

internships at a firm relating to their 

preferred subject, others might participate 

in a broadening programme locally 

or overseas, some might even consider 

doing further research by reading and 

watching more relevant content at home. 

There are infinite methods to satisfy 

your interests, but the key here is to 

properly manage your time and finding 

the most suitable activities that you feel 

can provide a beneficial and eye-opening 

experience for yourself. For example, if 

you had an interest in studying law but 

might be lagging behind in speaking and 

writing English, you would want to find 

a programme in a native english-speaking 

country so that you could address 

both issues at the same time. In terms 

of time-management, you have to make 

sure you balance the academic side of 

things such as homework and revision, 

as well as your extra-curricular activities 

before thinking about pursuing your 

interests. In my opinion, the summer 

holidays are definitely the best time 

to participate in your interest-related 

activities due to its long duration. For me, 

I participated in medical courses at the 

University of Toronto and the University 

of Cambridge last summer, where I 

not only participated in discussions and 

lectures, but also carried out experiments 

and practicals in a lab environment. These 

two experiences definitely provided me 

with the necessary exposure for me to 

realize how enjoyable and interesting it is 

to be involved in the medical field, as well 

as ensuring my career path in the future. 

These three components can be treated 

as a guideline as you start thinking about 

your university applications. It will be a 

tough process to endure and so it is critical 

to be as well-prepared as possible. 

Good luck to you all! 

Jacky Chan (Class 2019 IB) 

們意識到在不同的觀點與角度之下 , 世界可以怎麼變。像是羅智 

成在他的巔峰之作《黑色鑲金》中寫道 :“ 我們創作 / 創作是隱隱 

然和每個既成的心智相違背的。” 我們在成長的學習的過程中建 

立了一個個既成的心智 , 可是他們太過堅固又太過尖銳 , 於是碰 

撞 , 於是撕裂 , 於是不可挽回 , 於是不再相見。 

但是詩歌能使銳角軟化 , 能讓碰撞變成交流 , 能把撕裂縫補成更 

斑斕的畫幅。在讀懂詩人在一言一語中纏綿悱惻的感情時 , 不知 

不覺間就能建立同理心 , 並能夠理解身邊的人一舉一動背後的思 

緒與感受。去接受並衡量不同人對於同一首詩歌的看法時 , 也就 

漸漸能夠面對身邊或者或者社會上不同觀點時靜下心來 , 明辨是 

非 , 取優抨劣 , 從而進步向前。而那些詩人的故事與經歷也變成 

了你的故事與經歷 , 於是你帶著這些所有的智慧 , 在這濁亂的世 

間中走出屬於自己的路。 

讀詩 , 就是讀人 ; 讀詩 , 就是做人。 

我時常這樣想 : 詩歌如同煙火 , 從來都不是固定的一束。只是 , 

有時候照亮黑夜的 , 不是一道微弱的光 , 而是紛繁斑斕的星星點 

點 , 落在我們的掌心之中 , 讓我們許願。 

我 , 希望能以詩為光。 

44 





45

Article by a G12 boy 

Having a group of young men, ranging 

from athletes, musicians and student 

council representatives, come together 

and learn in a classroom was quite the 

spectacle. The diverse upbringing of each 

individual never mattered, as we formed 

an undying bond from the get-go. As 

tense as the atmosphere was each time 

we were served a distasteful dish of tests 

and assessments, the wild and ambitious 

side of us never faded. We were young, 

free, and still growing both physically and 

mentally. Being rational and sensible was 

still a foreign concept to most of us, allowing 

us to leave behind a trail of footsteps 

that will forever be detailed and 

engraved in our minds. It was uncanny for 

a class to be together as one since the 

majority of students our age had already 

cultivated a competitive mindset - be it 

in terms of academics or other qualifications, 

it was a race, and whoever came 

first would most definitely succeed. 

While parents would supervise you at all 

times, so as to ensure that you don’t take 

the wrong step, similarly, our teachers 

were by our side all along, monitoring our 

each and every move. History portrayed 

teachers as intimidating and threatening 

figures, constantly enforcing discipline 

in the classroom; yet in this day and 

age, the relationship between teachers 

and students has taken quite the turn. 

Through regular conversation and the 

exchange of innovative ideas, our teachers 

gave us more than just conceptual 

knowledge, but also guidance to life and 

invaluable lessons beyond the textbook. 

It was infinitely more engaging than 

unidirectional forms of teaching, giving 

us numerous opportunities to display our 

creativity and critical thinking. However, 

departure was most certainly inevitable 

in our last three years of secondary 

school - unfortunately, we’ve had a few 

of our teachers come and go. It was 

despairing, to say the least, but we were 

aware that more challenges awaited and 

this was only one of the many challenges 

we were bound to face. 

Graduation came with a lot of anticipation, 

and, as expected, feelings of 

fright. All these years, immersed in our 

little bubble, trapped in a glass case with 

minimum exposure to the gruesome 

reality, we feared what the future had 

in store for us. The concept of ‘the end’ 

used to be a laughing matter but as it 

drew closer and closer, it almost became 

surreal. In a blink of an eye, our naive 

little minds were pierced through by the 

daunting arrival of our mock exams; 

Alan Suen (Class 2019 IB) 

soon, it was time for us to take study 

leave. Nostalgia emerged and dawned on 

us, gradually peeling off the dark blue and 

black armour piece by piece, revealing the 

fragility behind the seemingly confident 

and arrogant masculinity of the average 

teenage boy. As emotionally straining 

as it was to depart from the desks that 

served as palettes for numerous tests, 

the chairs that forced us to contain 

the zest of our teenagerhood, and the 

teachers that so dearly cared for our 

well-being. The time had come and the 

real challenge was just around the corner. 

It was a moment of realization: a tough, 

unrelentingly excruciating moment. 

It’s all blue skies and sunny days after 

our big day but there’s certainly something 

that remains tingling. A stinging 

and lingering sensation as if there was a 

thread loose inside your wool garment, 

constantly annoying you and disrupting 

your mundane activities. Something you 

can’t exactly shake off or forget about 

as it reminds you of the blue and black 

armour you had previously worn. 

IB result 2019 

For our International Baccalaureate Program, our School has 

six “Perfect Scorers” with 45 marks and three students scoring 

44 marks this year. 

The “Perfect Scorers” are Lucas Lau, Obile Wong, Geshi Yeung, 

Elkie Chan, Jacky Chan and Zhu Hong-yi. Each of them scored 

the highest mark of 45 in all their IB subjects! Hong-yi and 

Lucas are going to study medical doctor. Geshi will study 

Neuropsychology in Pennysylvania University. Obile is passionate 

about English Literature and planned to study a double degree 

of Bachelor of Arts and Bachelor of Laws at the University 

of Hong Kong. 

Congratulations to our Perfect Scorers for their unrelenting 

hard work and brilliant results and thanks to our IB Coordinator 

and the teachers for their support and assistance 

throughout the years! 

Head of IB Mr. Wu, Allan Zhu, Lucas Lau, Obile Wong, Geshi Yeung, Headmaster Cheung 

送給師弟們的心底話 

「畢業晚宴」是我作為一個拔萃學生出席 

的最後一個拔萃男書院的活動 , 心中只有 

不捨之情 …… 

回想這六年在拔萃的美好時光。第一天走 

進班房時的情形仍是歷歷在目。這六年轉 

瞬即逝 , 真是太短 , 太短。現在回想真有 

點後悔 , 當時每天在生活在拔萃當中 , 卻 

並沒有好好珍惜每一段時光 …… 有時上學 

也有會覺得沉悶 , 無聊 , 有點兒不知所 

以。甚至偶爾會討厭上學。但到現在 , 

同學們各自考進心儀的大學 , 我們的前面 

是充滿未知之數 , 你就更加覺得 , 我們這 

六年 , 在拔萃的庇護下是多麽幸福 , 就像 

襁褓的孩童在母親溫暖的懷抱。「六年」 

說長不長 , 說短不短 ,「六年」可能在一 

個孩子來說是長 , 但在人生來說 , 六年若 

白駒過隙。我在拔萃的歲月中最深刻 , 最 

值得懷念的事 , 就是我在中四那一年當了 

欖球隊的隊長 , 與眾師兄帶領欖球隊取得 

「全港欖球精英賽」的冠軍。這是我們隊 

史中的第一個精英賽冠軍。取得勝利當然 

是很高興 , 我們付出努力而得到肯定。回 

想當時 , 我在全隊 AGrade 中年紀最小 , 中 

五和中六的師兄對我們的教導是那麼週到 

和無私 , 我們一起努力 , 奮鬥。那時 , 我 

們在九龍區比賽中只取得第三名 , 賽後 , 

各隊員哭得像淚人 , 因在這一年我們陣容 

相當有實力 , 得到這樣的結果 , 我們實在 

感到十分失望和難過。幸虧 , 在這比賽中 

若取得前四名就能有資格參加精英賽 , 於 

是 , 我們決心苦練 , 不斷艱苦的訓練以及 

摘冠的決心 , 讓我們真的成就這一次「冠 

軍」。在拔萃取得獎項當然是很重要 , 但 

最重要的不是結果而是在過程。當然 , 作 

為一個拔萃仔 , 取得獎項 , 就是與生俱來 

和天經地義的責任。但無數的獎盃你是拿 

不走的 ,「過程」的體會 , 美麗的回憶 , 

就可以永藏心底 , 永留腦海。我深深的相 

信 , 在二十 , 三十年後 …… 拔萃師兄弟們 

聚首一堂 , 談的就是這些青蔥歲月裏美麗 

的「拔萃」回憶。 

Dash Tong (Class 2019 IB) 

在此 , 我要送給各位師弟一些話 , 就是在 

拔萃的日子裏 , 請你們好好珍惜這裏分秒 

的時光。你們現在可能不明白 , 拔萃給你 

們的 , 遠比你們為拔萃犧牲的多。除了 

學業知識 , 拔萃對我們的人格培養和價值 

觀 , 這些都可以影響你們的一生 , 而令我 

們終生受用。 

今年是我們 150 週年的校慶。在過去的 150 

年中 , 拔萃能夠成功 , 就是因為拔萃精神 

的傳承和堅持。我們要謙虛 , 不要高傲 , 

因為世界真的很大 , 若你登上這個山峰 

的高處 , 你看到的是更高的山峰。只有努 

力不懈 , 勇於承擔 , 甘於犧牲的「拔萃精 

神」就能陪伴我們勇闖人生的道路。 

最後 , 衷心多謝我最敬愛的鄭校長 , 各位 

副校長 , 親愛老師們及所有職員 , 還有我 

最愛的「大佬」。沒有你們「拔萃」就不 

是我心中的拔萃 , 你們的努力 , 無私的奉 

獻塑造了拔萃這個無微不至的家。這個家 

永遠是所有拔萃仔的家。 

公開試佳績 

本校在今屆文憑試 (DSE) 取得佳績 , 其中狀元周伯儒同學在 4 個核 

心科目 : 中文、英文、數學、通識及 3 個選修科 : 物理、化學及生 

物 , 和數學延伸部分 M2 均考獲 5*, 成為 8 科 5* 狀元。他現屬意在 

香港修讀醫學 , 認為行醫可以用雙手和知識幫人 , 稱當醫生能將 

其理想和興趣結合。 

同時 , 我們亦恭喜朱綽希同學、李泓翰同學、方鉦喬同學、郭展 

軒同學及李烱熙同學取得 6 科 5** 的優異成績。 

其他努力應試的同學 , 你們的努力不懈 , 家長和老師也會引以為 

傲 ! 家教會藉此感謝各位老師盡心盡力的教導 ! 

Leo Chu, Alvin Lee, Jay Kwok, Matthew Chow, Asa Fong, Barry Lau, Hei Li 

46 





47

designed by Stanley Cheung 

https://www.facebook.com/DBSPTA 

The Diocesan Boys’ School Parent-Teacher Association has been established since October 2000 and registered as a charitable organization under a limited company by guarantee in 2007 

• DBSPTA ( Secondary Division ) • 131 Argyle Street, Kowloon, Hong Kong • tel: 2711 5191 • fax: 2761 1026 • email: dbspta@dbs.edu.hk •

DBSPTA Newsletter 2019 ver12

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