Exhibition Section I
Pay Fong’s Founding Aspirations and its Century-Long Journey
Sustainable Growth:
Between Challenges
and Innovation
With a history spanning over a century, Pay Fong School's journey in education development began with its embarkation into primary education. Over time, the School broadened its scope to provide a comprehensive education that encompassed both lower and upper-secondary levels. Throughout this process, the School remained committed to its role as a public educational institution while actively responding to community needs, daring to challenge and innovate, forging a unique path in education development.
1913
Embarkation into
Primary Education
On July 7, 1913, Pay Fong School took its first steps into education by setting up lower-primary classes. Initially named ‘Pay Fong Liangdeng Xiaoxuexiao’ which can be loosely translated as ‘bi-level primary school’, it differed from the idea of primary schools in present-day Malaysia. The term ‘bi-level’ reflected the educational system in China of that time, with the lower-primary level being a four-year programme. This system implemented a composite class format, where students from Standards One and Two (newly enrolled students who had not yet entered school) were grouped into one class, and students from Standards Three and Four (students who had entered school in a sishu or 'old-style private school') were combined into another class. Later, a two-year upper-primary level was introduced. With that, a well-rounded education programme that emphasised on ‘virtue, wisdom, physical fitness, civics, and aesthetics’ was born.
Images and Items on Display
On July 7, 1913, Pay Fong School took its first steps into education by setting up lower-primary classes. Initially named ‘Pay Fong Liangdeng Xiaoxuexiao’ which can be loosely translated as ‘bi-level primary school’, it differed from the idea of primary schools in present-day Malaysia. The term ‘bi-level’ reflected the educational system in China of that time, with the lower-primary level being a four-year programme. This system implemented a composite class format, where students from Standards One and Two (newly enrolled students who had not yet entered school) were grouped into one class, and students from Standards Three and Four (students who had entered school in a sishu or 'old-style private school') were combined into another class. Later, a two-year upper-primary level was introduced. With that, a well-rounded education programme that emphasised on ‘virtue, wisdom, physical fitness, civics, and aesthetics’ was born.
1925
Expansion into
Lower-Secondary Education
Following the graduation of the first batch of students from the upper-primary programme, Pay Fong's foundation in the development of its primary education strengthened steadily over time. Historical records indicate that the School consistently prioritised the transition of upper-primary graduates to higher education. For instance, in 1918, the first batch of students was sent to the Jinan School in China for further studies. Concerning the expansion of Pay Fong School into offering lower-secondary education, minutes from a school board meeting in 1922 discussed fundraising and planning for the initiation of lower-secondary classes. The plans were materialised in 1925 when students were officially enrolled.
1941-1947
Suspension of School
During Wartime and
Subsequent Resumption
In 1941, upon receiving news of the Japanese invasion in Kelantan, Pay Fong School conducted its annual exams earlier, declaring the academic year over upon completion. When the Japanese occupied Malacca, educational activities at the School came to a halt, with the premises requisitioned for the Nippon Electricity Co. Many historical materials, artefacts, and documents were lost in the war, and several students and teachers fell victim to aggression inflicted by the Japanese forces.
With the restoration of peace in September 1945, the School resumed its operations at the St. David's Kindergarten temporarily. The School held an opening ceremony, pioneering the co-education system among secondary schools in Malacca. In 1946, the School relocated to the Straits Settlement Volunteer Corps Recreation Club (presently Jalan Hang Tuah), and in 1947, it returned to its original premises (Lot 831), where the first batch of post-war lower-secondary students graduated.
Images and Items on Display
On July 7, 1913, Pay Fong School took its first steps into education by setting up lower-primary classes. Initially named ‘Pay Fong Liangdeng Xiaoxuexiao’ which can be loosely translated as ‘bi-level primary school’, it differed from the idea of primary schools in present-day Malaysia. The term ‘bi-level’ reflected the educational system in China of that time, with the lower-primary level being a four-year programme. This system implemented a composite class format, where students from Standards One and Two (newly enrolled students who had not yet entered school) were grouped into one class, and students from Standards Three and Four (students who had entered school in a sishu or 'old-style private school') were combined into another class. Later, a two-year upper-primary level was introduced. With that, a well-rounded education programme that emphasised on ‘virtue, wisdom, physical fitness, civics, and aesthetics’ was born.
1948-1956
Establishment of
the Senior Normal
In 1915, due to insufficient classroom space, classes were extended to the premises of the Feng Shun Free School (presently 100, Jalan Hang Jebat). Students in Standard Two began their classes at this location on January 11.
In May 1917, with the establishment of Pay Teck Girls' School, the Feng Shun Free School premises were leased to them instead. Between February 1930 and July 1931, due to a surge in student enrolment, the premises of the Feng Shun Free School was again briefly used as additional classrooms.
1957
Expansion into
Upper-Secondary Education
In May 1956, a joint letter from the graduating Lower Secondary Year 3 cohort was addressed to the School, requesting the establishment of upper-secondary classes so that students with the intention of further studies could continue their education. After extensive discussions, planning, lobbying, and negotiations by various board members and an Upper-Secondary Education Organising Committee, the request was approved by the Ministry of Education by the end of 1956.
From 1957 onwards, Pay Fong School expanded its offerings to include upper-secondary education with Chinese as the medium of instruction, thereby becoming a fully-fledged secondary school. This marked a significant milestone in the School's history.
Images and Items on Display
On July 7, 1913, Pay Fong School took its first steps into education by setting up lower-primary classes. Initially named ‘Pay Fong Liangdeng Xiaoxuexiao’ which can be loosely translated as ‘bi-level primary school’, it differed from the idea of primary schools in present-day Malaysia. The term ‘bi-level’ reflected the educational system in China of that time, with the lower-primary level being a four-year programme. This system implemented a composite class format, where students from Standards One and Two (newly enrolled students who had not yet entered school) were grouped into one class, and students from Standards Three and Four (students who had entered school in a sishu or 'old-style private school') were combined into another class. Later, a two-year upper-primary level was introduced. With that, a well-rounded education programme that emphasised on ‘virtue, wisdom, physical fitness, civics, and aesthetics’ was born.
1962
Becoming an Independent
Chinese Secondary School
In 1960, the Rahman Talib Report suggested categorising secondary schools into two types: fully subsidised government schools and independent schools without subsidies. In 1961, the government adopted this recommendation, amending education policies and enacting the Education Act of 1961. In line with this policy shift, the Ministry of Education actively encouraged Chinese secondary schools to transform into government schools. However, conversion into a fully subsidised government school required adherence to specific guidelines, including the use of official languages (Malay and English) as the medium of instruction.
However, Pay Fong School's Board adopted a cautious stance, as reflected in a unanimous decision during a meeting participated by important members of Pay Fong’s stakeholders on March 26, 1961. The verdict was the rejection of the proposal to transform, thus protecting and maintaining the School's original educational mission.
From 1962 onwards, Pay Fong School officially became an independent Chinese secondary school. While upholding the principle of mother tongue education, the School adapted to the changing times and societal needs, actively introducing a holistic curriculum tailored to students' learning needs. This encompassed a wide array of subjects, including science, business studies, the arts, engineering, social sciences, humanities, lower-secondary advanced classes, classical literature, liberal arts, and more.
Images and Items on Display
On July 7, 1913, Pay Fong School took its first steps into education by setting up lower-primary classes. Initially named ‘Pay Fong Liangdeng Xiaoxuexiao’ which can be loosely translated as ‘bi-level primary school’, it differed from the idea of primary schools in present-day Malaysia. The term ‘bi-level’ reflected the educational system in China of that time, with the lower-primary level being a four-year programme. This system implemented a composite class format, where students from Standards One and Two (newly enrolled students who had not yet entered school) were grouped into one class, and students from Standards Three and Four (students who had entered school in a sishu or 'old-style private school') were combined into another class. Later, a two-year upper-primary level was introduced. With that, a well-rounded education programme that emphasised on ‘virtue, wisdom, physical fitness, civics, and aesthetics’ was born.
The fruits of these hard-won achievements are sown by the courageous and decisive spirit of the founding pioneers, the united and harmonious voice of the school boards, the loyal cooperation of teachers and students, and the enthusiastic and unwavering support of people from all walks of life.
Teo Gah San
Former general manager of the school board
Historical Overview
of
Pay Fong’s
Educational Development
With a history spanning over a century, Pay Fong School's journey in education development began with its embarkation into primary education. Over time, the School broadened its scope to provide a comprehensive education that encompassed both lower and upper-secondary levels. Throughout this process, the School remained committed to its role as a public educational institution while actively responding to community needs, daring to challenge and innovate, forging a unique path in education development.
In the face of competition from government secondary schools offering free education since the 1970s, the School actively engaged in various enrolment efforts to maintain its student intake levels.
To achieve economic independence, operate self-sufficiently, and alleviate the burden of financial assistance from the Chinese community to the independent Chinese secondary school, the School initiated additional measures starting in the 1990s.
购置校地校产
As early as in 1913, the founders of the School had ensured the stability of the School's development by acquiring land and properties for its educational purposes. For instance, the premises of the Chinese Lawn Tennis Club on Heeren Street (Lot 831, Jalan Kubu) and five shophouses on Tranquerah Road (Lot 87) which were donated to the School in 1915 by Pay Fong’s founders. Formalised through a transfer process in 1918, these properties officially became assets under the guardianship of the Pay Fong School Board of Trustees.
多管道筹款
While positioning itself as a public educational institution, Pay Fong School has employed innovative thinking and initiatives in the process of fundraising within the local community to support its operations.
Images and Items on Display
On July 7, 1913, Pay Fong School took its first steps into education by setting up lower-primary classes. Initially named ‘Pay Fong Liangdeng Xiaoxuexiao’ which can be loosely translated as ‘bi-level primary school’, it differed from the idea of primary schools in present-day Malaysia. The term ‘bi-level’ reflected the educational system in China of that time, with the lower-primary level being a four-year programme. This system implemented a composite class format, where students from Standards One and Two (newly enrolled students who had not yet entered school) were grouped into one class, and students from Standards Three and Four (students who had entered school in a sishu or 'old-style private school') were combined into another class. Later, a two-year upper-primary level was introduced. With that, a well-rounded education programme that emphasised on ‘virtue, wisdom, physical fitness, civics, and aesthetics’ was born.
整合教育资源
Since the 1930s, Pay Fong School has collaborated with numerous public Chinese schools in Malacca, progressive and collaboratively building a mechanism composed of six public Chinese schools that benefit the development of Chinese education in Malacca.
In 1930, Pay Fong, Pay Teck, and Ping Ming Schools initiated collaboration in academic affairs for the first time. Each school nominated individuals with expertise in education and those among the overseas Chinese community who are well-versed in the field of education to form a joint Academic Affairs Committee. The aim was to standardise academic affairs and enhance teaching quality. After 1931, the committee standardised the salaries of teaching staff across the three schools, as well as the selection of textbooks and academic calendars. They also implemented systems such as joint examinations and academic supervision.
After the announcement of the results of the second joint examination, the outstanding performance of the students received recognition from the colonial government's education department. Henceforth, the colonial government began providing subsidies to schools based on the number of students, which resulted in Pay Fong School's finances stabilising.
In November 1934, a joint school board composed of members from Pay Fong, Pay Teck, and Ping Ming Schools was formed. Collectively, it was referred to as the Joint School Board of the Malacca Overseas Chinese-Established Pay Fong, Pay Teck and Ping Ming Public Schools. This coordinated management and operation of the schools yielded fruitful results. In 1937, the Pai Chai School became part of the public school system, and consequently, it joined the joint school board as its fourth member.
After the war, Pay Fong, Pay Teck, and Ping Ming Schools resumed operations and continued to receive subsidies from the colonial government. The first, second, and third branches of Pay Fong also benefited from these subsidies. Together, they formed the Six Malacca Overseas Chinese-Established Public Schools system, which was renamed the Six Malacca Chinese-Established Public Schools in 1962. This cooperative model continued until 2010. In 2011, the board of the Six Malacca Chinese-Established Public Schools, through a decision made in a meeting, transformed into a fellowship-oriented organisation to carry on the spirit of the six schools.
Images and Items on Display
On July 7, 1913, Pay Fong School took its first steps into education by setting up lower-primary classes. Initially named ‘Pay Fong Liangdeng Xiaoxuexiao’ which can be loosely translated as ‘bi-level primary school’, it differed from the idea of primary schools in present-day Malaysia. The term ‘bi-level’ reflected the educational system in China of that time, with the lower-primary level being a four-year programme. This system implemented a composite class format, where students from Standards One and Two (newly enrolled students who had not yet entered school) were grouped into one class, and students from Standards Three and Four (students who had entered school in a sishu or 'old-style private school') were combined into another class. Later, a two-year upper-primary level was introduced. With that, a well-rounded education programme that emphasised on ‘virtue, wisdom, physical fitness, civics, and aesthetics’ was born.
开源节流 自强不息
After becoming an independent Chinese secondary school in 1962 and no longer receiving educational subsidies, Pay Fong School’s financial situation once again entered an unstable state. Therefore, the School advocated for financial prudence and cost-saving measures to sustain its operations.
Images and Items on Display
On July 7, 1913, Pay Fong School took its first steps into education by setting up lower-primary classes. Initially named ‘Pay Fong Liangdeng Xiaoxuexiao’ which can be loosely translated as ‘bi-level primary school’, it differed from the idea of primary schools in present-day Malaysia. The term ‘bi-level’ reflected the educational system in China of that time, with the lower-primary level being a four-year programme. This system implemented a composite class format, where students from Standards One and Two (newly enrolled students who had not yet entered school) were grouped into one class, and students from Standards Three and Four (students who had entered school in a sishu or 'old-style private school') were combined into another class. Later, a two-year upper-primary level was introduced. With that, a well-rounded education programme that emphasised on ‘virtue, wisdom, physical fitness, civics, and aesthetics’ was born.