Cambridge Primary School
My primary school years began at Cambridge Primary School in 1966. It was a government school located near the junction of Cambridge Road and Carlisle Road in the Farrer Park area. It operated in both morning and afternoon sessions, with students attending according to their assigned session. One memory from my primary school days was being on the list of children who qualified for free textbooks. At the beginning of each school year, I did not receive all my books immediately. The textbooks were usually old ones that had been donated by students from the previous batch. I remember sitting in class and waiting for my name to be called. When my name was called, I would go and collect whichever textbooks were available. It was not unusual to receive only some of the books on one day and have to wait for the others. Sometimes I had to wait for a week or even a couple of weeks before I received the complete set. In the meantime, I had to share textbooks with friends so that I could follow the lessons in class. As a young boy, I did not think very much about it. It was simply the way things were, and we made do with what we had.
Looking back now, however, I realise that these were small challenges that formed part of my educational experience. Having to wait for books and share them with classmates was not something that prevented me from learning, but it certainly meant that I did not always have the same resources available to me as other students. Combined with the limited supervision and guidance I received at home, these circumstances may have made it harder for me to build a strong academic foundation as I progressed through school. I remember enjoying my time at Cambridge Primary School. In those early years, going to school was something I looked forward to, and I would walk to school from our home at Norfolk Road. It was a simple routine, but those walks became part of my childhood memories of growing up in the area.
One of the things I remember most vividly was a small pull cart outside the school, run by a Chinese uncle who sold drinks and fruits. I would often stop by to buy one of my favourite treats—fresh pineapple dipped in black soya sauce with a little chilli. Even today, the combination brings back memories of those school days. It was such a simple snack, but to me as a young boy, it was something special. These are small memories, but they remain among the things I associate with my early primary school years. Cambridge Primary School was not just where I received my first formal education; it was also part of the neighbourhood and everyday life that shaped my childhood.
Geylang English School
When I transferred to Geylang English School in 1970, I found the environment quite different from Cambridge Primary School. The neighbourhood around the school felt a little rougher, and there were times when I had to stand up for myself. I remember one particular incident involving a boy who appeared to come from a rough background. He carried himself in a way that, to me as a young boy, seemed almost like that of a gangster. I had the impression that he had been observing me for some time and, for whatever reason, was unhappy with me. One day, he confronted me and challenged me to a fight. After school, we went to an open area nearby, where a group of our friends gathered around to watch. It became almost like a little duel between the two of us. Eventually, we fought, but neither of us managed to defeat the other. There was no winner—it ended in a draw. I do not remember exactly what had caused him to challenge me, and I cannot say for certain what he had against me. What I remember clearly was that I had to face him rather than back down. Looking back many years later, I see it simply as one of those experiences that came with growing up in that environment. It was not about winning or proving that I was tougher. At that age, sometimes you simply felt that you had to stand up for yourself.
Looking back, I believe I did reasonably well during the first four years of primary school. The last two years, however, became more challenging. It was not that I had lost interest in my studies; rather, the lessons and subjects were becoming more difficult, and I was largely left to cope with them on my own. Without much supervision or guidance, things did not become any easier when I struggled to understand something. I continued as best I could and eventually managed to pass my PSLE and gain admission to secondary school.
Monk’s Hill Secondary School
I completed my primary education and, after passing my PSLE, was admitted to Monk’s Hill Secondary School in 1972. When I entered secondary school, I found the studies considerably tougher. Looking back now, I sometimes wonder whether I would have done better if I had received more parental guidance and support in my education. At that age, I did not have the maturity or discipline to recognise when I was falling behind or to know how to correct it on my own. A little more supervision, encouragement and help could perhaps have given me a stronger foundation and greater confidence in my studies.
My favourite subjects were English and Malay. Science, on the other hand, was never a subject I particularly enjoyed. By Secondary Two, I had decided that I did not want to continue with it. I found my studies increasingly stressful and, perhaps in an attempt to make things a little easier for myself, I took matters into my own hands. I wrote a letter in my parents’ name requesting that I be allowed to drop Science. I did this without their knowledge and submitted the letter to the school.
Looking back now, I find it rather amusing that I had the nerve to do something like that at such a young age. It was not because I had any particular ambition or strong reason to drop the subject. I simply wanted to reduce the pressure I was feeling and make school a little less stressful for myself. I do not say this to blame my parents. They did what they could within the circumstances, and I understand that more clearly now with age. At the same time, I also recognise my own lack of discipline and the decisions I made as a young student trying to cope in my own way. Looking back, I have come to appreciate how important both guidance and personal responsibility are in shaping a student’s development. With more structured support at home and greater self-awareness on my part, I believe I could have built a stronger academic foundation than I eventually did.
Although I found my academic studies challenging in secondary school, my school life was not defined by my classroom performance. I was actively involved in co-curricular activities, and this was where I found much more enjoyment and a sense of belonging. I represented my school in rugby for four years, playing what was then known as the anchor-man role, a position now generally referred to as the number 8. I played at the very back of the scrum, where my role was to use my weight and strength to help stabilize the scrum and keep it together. Rugby was physically demanding, but I enjoyed the toughness of the game, the camaraderie among my teammates, and the pride of representing my school.
I also played softball and was a very active member of the Carpentry Club. I enjoyed working with my hands and learning practical skills, and the club gave me an opportunity to do something quite different from my academic studies. Looking back, I enjoyed both my classroom studies and my CCAs. My academic difficulties were not because I disliked studying or had given up. The problem was that I was often not sufficiently prepared when I entered the classroom. There were times when my homework was unfinished, and without much guidance or supervision, I found it difficult to keep up with the demands of my studies. I tried, but the challenges accumulated.
There was also no pressure from my parents when it came to my school results. If I failed an examination, there was no scolding or punishment waiting for me at home. In one sense, I was fortunate not to have the fear of disappointing my parents hanging over me. At the same time, however, there was also little pressure or supervision to make sure that I stayed on top of my studies. I was largely left to manage my own education, even though I was still too young to fully understand the importance of doing so.
The final examinations were usually where my shortcomings became most obvious. The results showed the areas where I had fallen short, but they did not mean that I had stopped trying. I continued to make the effort, even though my results did not always reflect it. Perhaps that is one of the things I recognise most clearly when I look back at my secondary school years. I was not an outstanding student academically, but neither was I someone who simply gave up. I enjoyed school, participated actively in my CCAs and continued trying in my studies. With more guidance and supervision, I believe I could have done better academically, but I also recognise that I had a responsibility to make the most of the opportunities I was given.
In 1975, I sat for my GCE ‘O’ Level examination. I remember that even registering for the examination was not something my family could easily afford. My mother had to borrow money from her brother, my Uncle Omar, to pay for my examination registration. Unfortunately, I did not do particularly well in the examination. I obtained two credits, in English and Malay Language, which were also the subjects I had always enjoyed most. Although my results were modest, they marked the end of my secondary school education and the beginning of the next chapter of my life.
Looking back, I do not see those results simply as a measure of my ability. They reflected the academic foundation I had built, the limited guidance I had received, and, equally, my own shortcomings as a young student. I had tried, but I had not prepared myself as well as I could have. Nevertheless, I was grateful that I had made it through secondary school and had the opportunity to move forward.
Life After Secondary School
Soon after completing my GCE ‘O’ Level examination, I began looking for work while waiting for the next step in my education. I wanted to earn some money to help my parents, and a family friend brought me along to look for work at Keppel Shipyard. The work was on ships that had docked for repairs. Each morning, we had to report outside the shipyard gate at about 5.30 a.m. and wait, hoping to be selected for a job for the day. The work was on an irregular, ad hoc basis, and there was no guarantee that we would be picked. If selected, we were paid by the hour. I earned about $10 an hour, which at that time was considered a very good wage.
The work was hard and varied. Depending on where I was assigned, I could find myself in the engine room, on the deck of a ship or even at the dry wharf. Some days involved helping to carry engine blocks for repair; on other days, I would clean the deck or carry out whatever general work was required. It was physical work, and I experienced first-hand how demanding it could be to earn money through manual labour.
Sometimes I worked overtime and could earn what seemed to me quite a substantial amount of money. For a young man who had just left school, receiving my wages gave me a real sense of independence and satisfaction. More importantly, I was able to contribute some money to help my parents.
I worked at Keppel Shipyard on this irregular basis for about two months. After that, I found a more regular job as an office attendant at Cedar Garment Factory at Lorong 7, Toa Payoh. Compared with the shipyard, this was a much easier job. My main responsibility was delivering letters and carrying out simple errands for the company.
Although the work was much less demanding, I was not looking at either job as a long-term career. I was simply working while waiting for the outcome of my application for technical training. I knew that I needed to acquire a proper skill and qualification if I wanted to build a future for myself.
This short period between leaving school and beginning my technical education was therefore an important transition in my life. I had started earning my own money, experienced different kinds of work and, at the same time, was waiting for an opportunity to continue my education in a more practical direction.
Post-Secondary Education — Finding My Path
With only two GCE ‘O’ Level credits, I did not have the qualifications to continue to a polytechnic. At that point, I had to look for another way to continue my education and acquire a skill that could lead to decent and stable employment.
I applied for technical training with the Industrial Training Board (ITB) and was accepted for a two-year full-time course in Printing Technology — Presswork at the School of Printing. I began my training in 1976.
The course was a turning point for me. Unlike my earlier school years, I was now learning a practical skill that I could see myself using in the workplace. I found a sense of purpose in acquiring a trade and developing the knowledge and practical skills needed for a career in the printing industry.
After two years of full-time training, I graduated in June 1978 with the Industrial Technician Certificate in Printing Technology — Presswork. The certificate gave me a recognised qualification in my chosen trade and, more importantly, the knowledge and practical skills I needed to look for employment in the printing industry.
Looking back, my two GCE ‘O’ Level credits had limited my options for further academic education, but they did not determine my future. The technical training offered me an alternative route to continue learning, acquire a trade and prepare myself for working life. It was the beginning of a career that would eventually take me much further than I could have imagined at the time.