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念郭慎墀校長 Tribute to Sydney James Lowcock, MBE JP (1932 - 2012) By Paul P Chow Class 1978

 

念郭慎墀校長 Tribute to Sydney James Lowcock, MBE JP (1932 - 2012)
 
By Paul P Chow  Class 1978

男拔萃老校長去世, 幾代師生校友無不暗然神傷。郭慎墀(Sydney James Lowcock) 在任的22 年, 亦為百年學府最精彩輝煌的年代。 男拔創校於 1869 年, 其成功少不了前人和後輩的努力, 當非郭慎墀一人的功勞, 但學校半世紀以來的精神面貌和人文價值卻毫無疑問是 "蝦蛟佬" 的傑作, 正如歐洲文藝復興的成就是大圍的因果, 但為其定調的始終就是達文西与米高安哲盧。 不是說繼任的黎澤倫及張灼祥不好 - 事實上他們都非常出色, 但珠玉在前, "拔萃就是郭慎墀, 郭慎墀就是拔萃", 就連黎、張二人在內, 這話應無異議.
 
歷史上有些人物是屬於 larger than life 的那一級, 近代的有丘吉爾、曼德拉、列根、戴卓爾夫人、麥理浩等. 他們在各自的舞台上打破常規理念, 換以另一幅遠景藍圖並付諸實現, 從中影響了無數的人。 郭慎墀的教學理念和英國私立學校 (Public School) 的優質傳統源出一脈, 他在一個民智未開, 仍迷信勤有功戲無益的殖民時代, 推行自由學風及獨立思考, 鼓勵課外體育及文化活動, 容許開放及開明的校園生活, 以達到拓展個性和朔造品格的目的。有了品格和個性的支撐, 才能為自己所做的事負責, 能對自己負責, 才能成為精英, 否則算你是 9A 狀元, 終究難成大器。 男拔人材輩出遍佈社會, 卻鮮見不法之徒或令人噁心之政棍, 與此有莫大關係, 同時亦可以解釋校長生前偏愛的學生, 多為性格鮮明, 有頭有角一類, 而面目模糊之輩, 則難荻其垂青。就連教師也都充滿個性特徵 - 鄭貴源 (短褲佬) 的風趣, 鄺耀鼎 (排骨佬) 的才華, J Farrington (肥云吞) 的火爆, Lina Fong (方婆) 的嫵媚, Henry Ho (荷蘭豆 - 歌手何韻詩之父) 的自信, John Seed (Seed 佬) 的深沉, 康同家 (康老雞 - 康有為姪兒) 的古典等等, 從這群飽學之士身上, 學生們在課本之外, 常得到額外的啟發。
 
校長的教學理念雖與英國私校一脈相承, 但對階級背景的處理卻有所不同。後者至今仍是貴族及富裕階層的範籌, 但男拔自郭慎墀的前任 George Zimmern 開始巳實行擴招政策以沖淡貴族氣息, 接任後繼續貫徹該政策。蝦蛟佬更用自已的積蓄幫助清貧的學生, 以至退休時所剩無幾。將英國私校教學傳統移植香港, 顯示了郭慎墀的智慧, 動用私己無條件幫助有需要的學生, 流露了仁者的本質, 大仁大智, 蝦蛟佬稱之無塊!
 
郭慎墀是在香港出生的歐亞混血兒, 其父為英國人,母為英藉印度巴斯 (Parsee) 裔。 早期的混血兒, 在社會上遭到邊緣化, 兩面不是人。 他們自覺是實實在在的香港本地人 - 既不是外來的英國人, 亦非全都帶有祖藉的中國人。其後他們因為得到適當的教育, 同時中英並擅, 才發展成為社會棟樑。這段歷史和混血的身份令郭慎墀明白認識本身語言及文化的重要性。在重洋輕華的殖民年代, 蝦蛟佬卻非常注重中文教科, 盡量給學生認識及學習中國文化及知識的機會, 替 "學貫中西" 創造了起碼的條件。比起特區政府的甚麼母語教學, 不論是出發點或效果, 高明何止千倍! 至於學生能否成功利用這些條件, 則要看本身的努力和造化, 蝦蛟佬相信 "無為而治", 家長式的管治, 不是他的那杯茶。
 
郭慎墀的血緣背景亦影響了他對民族主義的看法 - 不同民族之間, 只有相互包容理解一條可走的路。男拔的學生主要是華人, 也有印巴裔學生, 還有混血兒, 教師之中, 有中有西。在英式的教學傳統中, 參滲著地道的中式文化, 整座學府其實就是個混血兒, 西方20 世紀未的所謂 "多元文化" (multiculturalism), 早在三十年前巳現身於蝦蛟佬的男拔, 分別只是前者問題多多, 後者卻促進了學生的精神文明和進步。蝦蛟佬任期頭十年, 文化大革命的烈燄正席捲中國, 部份香港學界民族意識高漲, 反英抗暴在一眾知青口邊喊個不停, 吭奮程度像啪了半打搖頭丸。 在那個火紅的年代, 男拔所堅持奉行的原則 - 知識、理性、平等和包容, 替學生們打了支民族主義的防疫針, 亦為日後爭取成為地球村公民上了第一課。
 
有位家長致電校長室,投訴學校活動太多,自己的孩子沒有溫習時間。蝦餃劈頭回應道︰" 難道您不知道本校的理念,就是要讓學生妥善安排自己的時間,全面發展嗎?如果您不認同,那就表示您送孩子進本校是錯誤的選擇。我建議您的孩子" 上世紀 70 年代, 該名家長聽罷即識相地收聲, 換了是 2012 年的新移民暴發戶, 必定以濃烈的鄉音斥駁: "你這是那門子的教育? 老娘我沒聽說過! 我兒大考不及格, 你得負全責!" 蝦蛟佬不懂普通話, 其世界及個人進化程度更和山西里, 試想發, 笑! 是的, 香港巳改變, 和效長你作育英才的日子巳相隔很遠, 這年頭有許多在你眼中屬於高純度 "nonsense" 的問題, 還是留給繼任者去頭痛吧。
 
校長, 蝦蛟佬, 蝦哥, 叔, Jimmy, 我們為你的去感到傷, 此刻比任何時候更加懷念你。我們的臉容雖不如北韓人民為金正日哭假喪那麼跨張曲, 但心情卻沉重倍; 師生們由衷的敬愛你, 是因為你教導孕育我們和一生對學校的無私奉獻, 和 "一日為師生為父" 之類的倫常包袱無關(, 留給生去做)。 更難得你功成不居, 是以不去, 一句 "經常講舊事太無謂", 言猶在耳。作為基督的信徒, 你已超額完成天父給你的使命, 你站前, 我們最後一次向你致。再見, 你!
 

First the shock, then the sadness, and now we grieve. The 22-year tenure of Sydney James Lowcock as the headmaster of Diocesan Boys’ School saw the golden age of DBS. Founded in 1869, its success and renown were, of course, the result of the labors of a great number of other people including his forbearers and successors, rather than solely attributable to him alone. However, the character , spirit and essence of the school on which it has built its identity for the last half a century were without a question the work of James Lowcock. DBS is Lowcock, and Lowcock is DBS, that much is certain. There is no shame in agreeing to this even for successive headmasters Jacland Lai and Terrance Cheung, both of whom were outstanding and filled the shoes of their predecessor with distinction. But still they were James Lowckock’s shoes and, not only were they huge, it was the prints they had left that first led the way to Rome.

In history there are some who are larger than life. Familiar ones in recent times include Churchill, Mandela, Reagan, Thatcher, and Maclehose, to name a few. These people broke with convention and, with wisdom and strength of conviction, pushed through visions that affected numerous people for the better. Lowcock had a vision of a school in Hong Kong mostly for Chinese students that was built along the fine traditions of the English public school where, in addition to academics, young men were able to build and develop their character, for it was strength of character that would ultimately be the measure of a man and determine his success or failure. DBS boasts a large number of captains of industry, government leaders, and celebrities in the arts, but seldom if any heinous criminals and wretched politicians. It all comes back to character building. Contrary to traditional if nescient beliefs back in the 1960s, Lowcock promoted a liberal education, encouraged independent thinking, sports and extra-curricular activities, and a liberal, open, and unoppressive campus lifestyle. This also explains why the Headmaster usually bonded better with students that had a personality over the recondite. Even the teachers were a great deal more than just an group of erudite scholars: the humorous KY Cheng (short pants), the incredibly gifted YT Kwong (spareribs), the titillating Lina Fong, the convulsive J Farrington (fat won-ton), the almost conceited Henry Ho (holland bean), the eccentric John Seed, the didactic TK Hong (old rooster). One could have been fooled for a collection of Marvel characters.

Sold though he was on the English public school model, “Har Gau”, as Lockcock was fondly nicknamed, did not buy its elitism. The school had already begun to enroll students from less priviledged backgrounds during the tenure of his predecessor George Zmmern. Lowcock went even further. The tale of Har Gau’s selfless financial support of poor students to his own financial demise will reverberate through the school hall and corridors as long as those walls will stand. Such was dedication with no bottom, and compassion that knew no bound. And he never took credit for any of it.

Lowcock’s ethnicity had something to do with the character of the school which he molded. Born in Hong Kong, Lowcock came from an Eurasian family with a British father and a mother of Anglo-Indian decent. Indigenous Eurasians saw themselves as authentic Hong Kong people, as they were neither the British from a foreign shore nor the Chinese migrants who identified themselves by the Chinese provinces that they had come from. Early Eurasians were discriminated in Hong Kong until they got their breaks through education and hard work, and enjoyed a unique advantage by being bilingual. The history of the Eurasians and his own experience convinced Lowcock of the importance of knowing and understanding one’s own language and culture. The colonial era’s bias towards the English language did not stop Lowcock from giving his students every opportunity to do so with Chinese in the curriculum. However, at the end of the day, whether the student could take advantage of this and take in both East and West depends largely on the student himself. Har Gau more than once quoted Thomas Jefferson: “The government that governs the best governs the least.” He embraced the idea that one should take responsibility for one’s action. He would help you to develop the tools to do so, but was not about to hold your hand in the process. That was not his cup of tea.

Lowcock’s ethnic background also helped shape his views on nationalism and race.. Chinese made up most of the school’s student body, although there were some Indian and Pakistani boys, and also some Eurasians. There were both local and expatriate teachers. The school itself was like an Eurasian, as the English school system found itself seasoned with local culture and traditions. The path of tolerance and understanding was the only viable path. In a miniature sense the phenomena of “multiculturalism” was already manifest on Lowcock’s campus 30 years before it did in the West, only that in the West it has arguably ended in disaster, whereas at DBS it enriched the students’ learning experience and gave them their first preparation for a globalizing world. During the first ten years of Lowcock’s tenure the world saw the madness of Mao’s cultural revolution. Hong Kong was under siege, with nationalistic fervor near hysterical levels. In the midst of all the insanity, the school’s unswaying adherence to knowledge, tolerance, fair play and good sense provided its students with the equivalent of a shot of antidote to the venoms of nationalism.

Once a parent phoned and complained that her child did not have enough time for studying due to too much extracurricular activities. Lowcock’s reply was blunt: “ Didn’t you know that the core principle of the school is to teach the students to manage their time and to help them become well-rounded individuals? If you disagree, then it means you have erred by enrolling him here and I suggest you send him to another school.” That was in the 1970s, and the parent quietly rested her case. I couldn’t help wonder, with humor, how Har Gau, who did not understood Mandarin, would have handled the following imagined rebuttal of an upstart parent from the mainland in the year 2012: “你這算是那門子的教育?老娘我從來沒聽說過! 我兒要考試不及格, 你得負全責!” It is indeed 2012, and Lowcock’s successors have to deal with problems which he would have considered pure nonsense and not even dignified with a response. Yes,Hong Kong has changed and is a far cry from the glorious days that he knew and shared with his students and staff.

The ghastly father and son duo of Kim Il Sung and Kim Jong Il consecrated themselves with the appellations “the great leader” and “the dear leader” respectively. Even as macabre as they were, they might have been persuaded not to desecrate these words had they attended DBS with Lowcock in court. For they would have seen that Har Gau was held to be “great” because of his selfless devotion to his school and the marvelous and unparallel job he did as its headmaster, and he was “dear” to the students because of how he taught and nurtured us, for which he was held in utmost respect and with deepest affection. And with his departure we are now left with a sense of loss that is larger than any hysterics that those twisted despots could concoct.

As a faithful follower of Christ, our dear Headmaster you have more than completed the task given to you by the Lord. You helped thy children when they called, and you leave us knowing for certain that they will build an undefiled heritage from age to age. As you stand in front of the gates of St Peter, we pay our respects to you and bid you farewell for the last time. So goodbye, and thank you!

 
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