University of Warwick Undergraduate Research Support Scheme
The British government justified its counter-communist educational policies by highlighting their positive impacts on students’ learning and intellectual development.
1. Civics
Civics (公民科) is a subject established in light of the growth of communism in Hong Kong. It aims at increasing students' understanding of the local community and their sense of citizenship. Its overs a wide array of topics, such as the governance of Hong Kong, public health, manufacturing, politics, and war and peace.
While the aforementioned secret report describes Civics as an effort to "convince school children of the advantage which they enjoy by living in Hong Kong”, the colonial government stressed that it would bring the following benefits to students:
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Promote the spirit of selflessness
--> because the British government argued that most Hong Kong people only wanted to “make money”, and “it is unusual to find a resident who shows an unselfish interest in any form of social welfare”[1] -
Help students practice their rights and duties as a citizen and “an individual”[2]
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Train students in logical and critical thinking
--> this subject is “not only for the reproduction of facts, but also for constructive thinking”[3]
In fact, the British government described that the British educational system as a whole encouraged students to develop their individuality, which was “totally at variance” with the communist education where students had “few opportunities for deviation and little room for the exercise of free choice”.[4]
[1] National Archive, CO 1045/168, ‘Hong Kong: annual report’
[2] National Archive, CO 1030/54, ‘Reports of Hong Kong Education Department’
[3] National Archive, CO 1030/53, ‘Reports of Hong Kong Education Department’
[4] FCO 40/382
Chapter 2 of a Civics textbook for primary six (sixth form) students published in 1968 - ‘Government and Citizens’
"What makes a good governance? A good government always makes policies according to the public interest and protects its citizens’ lives and property. It considers improving the living standard of its citizens its key responsibility.”
Image via HK01
2. The deregistration of Chung Wah Middle School
In 1967, a violent anti-government riot led by the communist protesters backed by the CCP erupted in Hong Kong. It was the peak of the tension between the communists and the British government.
A year after the riot, the British government decided to deregister Chung Wah Middle School (中華中學), one of the leading communist schools in Hong Kong.
According to the government report, the Police Force found pupils carrying a bomb and explosive powder in the school during the riot. An explosion broke out, and a student lost one hand and three fingers.
A news article reporting the explosion. (Image via Apple Daily Collection)
Following the incident, the Director of Education ordered the closure of the school. The closer order expired in August 1968, so the British government decided to permanently deregister the school.
The British government emphasised that they must demonstrate the apoliticism behind this decision – they deregistered Chung Wah Middle School because of the safety of pupils, rather than its political stance.
National Archive, FCO 40/89, ‘Communist activities in schools’
"Chung Wah was deregistered because of bomb-making”
National Archive, FCO 40/88, ‘Communist activities in schools’
"The Governor explained that his policy was to suppress violence, rather than interfere in instruction in Thoughts of Mao.”
National Archive, FCO 40/88, ‘Communist activities in schools’
"…peaceful education yes; violence no…we have repeatedly explained our position in these terms.”
In fact, counter-communist educational policies like the expansion of physical education and extra-curricular activities continue to benefit Hong Kong pupils nowadays.
Yet, when the British government shifted the focus of the policies from the political motive to their positive impacts on pupils, the government was less like to be accused of oppressing the communists and being undemocratic.
The binary rhetoric of ‘individuality/lacking freedom’ and ‘peace/violence’ further highlights the benevolence of its educational policies.