I NOTE with much interest A. Murad Merican’s discourse on the role of the Penang Free School (read British Education) in attempting to produce anglophiles in The New Sunday Times’ Learning Curve Section on Sept 25.
Like Murad, I am an Old Free. Before going to Penang Free School (PFS), I spent my first three years of schooling at a Malay school.
On passing the Standard Six examinations, those selected went to PFS in what is now Jalan Masjid Negeri.
I started my “anglophile education” in Form One in 1957 in a multiracial class and continued till Upper Six. .
Despite the expressed intention of Macaulay and Hutchings to “colonise the Malay mind” as suggested by Murad, there was no indication of such efforts in my seven years at PFS.
We were not restricted to western modes of thought and civilisation but experienced an open and free exposure to world knowledge. Granted that the bulk of the knowledge was western European and American, especially in Science and Mathematics, which were initially based on Arab/Muslims, and Greeks scholarship and philosophy. But we never felt we were being indoctrinated to develop a colonial mentality to serve the British. We were exposed to the wondrous world of science and arts, and literature.
I never had the feeling of being alienated from my Malay culture, as I had to take Malay literature subjects. I revelled in Hikyat Malim Deman, pantun, sajak, gurindam and continued reading and writing in jawi. In the afternoon, I attended Quran class.
I do not know about the others but I certainly did not feel like I was being indoctrinated into becoming an anglophile.
What the school did was to equip the students with the knowledge of Science, Literature and the English language, which still is the lingua franca and the language of academia and intellect.
Penang Free School inculcated in me a sense of awe and respect for knowledge, allowed and encouraged non-verbal forms of visual and performance expressions as well as sporting activities.
At the same time, it imbued us with ethical and moral standard as well as leadership qualities that enabled many students to excel in their chosen vocations.
Most significantly, it created in us an awareness of the beauty of knowledge and taught us peaceful applications for the benefit of mankind.
Such exposure did not neutralise or undermine my identity as a Malay nor that of my friends, Loo Kam Weng as a Chinese, or Sarojini Devi as an Indian. Our identities were never tarnished; more importantly, it fostered camaraderie among the various races that lasted until today.
Penang Free School gave us a sense of belonging and provided a world-class education without undermining our cultural and religious identity. It was my privilege to study at Penang Free School.
I salute my alma mater on her 200th birthday, and stand tall and proud as an Old Free. Fortis Atque Fidelis (Strong and Faithful).
MOHAMED GHOUSE NASURUDDIN, Penang