Buddhist Yip Kei Nam Memorial College

Buddhist Yip Kei Nam Memorial College (Chinese: 佛敎葉紀南紀念中學) is the first secondary school on the Tsing Yi Island in the New Territories of Hong Kong. Located in Cheung Ching Estate, the school was founded by Hong Kong Buddhist Association in September, 1978 with buildings from Hong Kong Government and funds from Yip Hon (葉漢), a tycoon in Hong Kong and Macau. The school was named after Yip Hon's father, Yip Kei Nam (葉紀南).

The school is in adjacent to Father Cucchiara Memorial School, Cheung Chi Cheong Memorial Primary School and Ching Yeung House in Cheung Ching Estate.

School Code (TYKNC)

Like other schools, Yip Kei Nam provided its students a wide range of aspects in learning in the hope of achieving a comprehensive development for everyone. Furthermore, there were specific guides that students were told to follow. These items form a code and every student must abide by this. In 1990, the code was named "The Yip Kei Nam Code"(TYKNC in short). Every item in the code is derived from each first letter of the full school name. This was done by the school founders shortly after the founding of the school in 1978.

• Ban
• Youth
• Kingdom
• Numbness
• Manhood
• Coldness

The Ban Element

The ban element of the code stands for the authority of teachers and other staff. When this element was introduced, the founders aimed at the school being fostered into a harmonious and tranquil environment in which students learn and grow. This item in the code stated that teachers had the duty to keep students safe and sound and they must have the faith and courage to stop those who interrupted the process of learning. Those disturbers must be banned on sight so that students could learn well. However, as time passes by, It is clear that this yields a strong concept of status among both students and staff members. Some teachers turn abusive and power-hungry, ignoring the basic meaning of this code item.

This item was meant to nurture the learning process, but obviously it is being corrupted by misbehaving teachers.

The Youth Element

This item was the greatest of all the others in the code because it emphasized the power of youth and the ability of it. Students were encouraged to learn while they are still young. The item, at that item, definitely was not discriminating.

Despite all the emphasis made clear by the founders, this item was also later corrupted by teachers. A risky circumstance arose. The eager older members in the society, though willing to learn full-heartedly, were discriminated against and were not given the opportunity to do so. This corruption was symbolized in the revamping campaign in 1993. A regulation was imposed on the school book with a strict basis, making clear that anyone aged over 22 would not be admitted into the school for studies under any situation. The item with the greatest importance has turned into a well-known failure in the code.

The Kingdom Element

This element has not changed much since the founding of the school. It says among all the staff members, only one holds the greatest authority to make the final decision. And the one who is in charge will be called The King. Apart from the name turning to The Principal instead of sticking to The King as a sign of modern changes, this element more or less remains the same.

The Numbness Element

Since the first day of the founding of the school, students have been taught to be stay as numb as possible. This is based on religious beliefs of the Buddhism. In the tradition saying, the more numb you are, the more you absorb, and the wiser you shall become.

This is certainly an irrefutable statement. Many professors and professionals in psychology came to a conclusion that the statement is useless and is nothing at all. 'It says nothing. It means nothing. It is just a saying that yields no meaning at all. This isn't deep at all. It pretends to be deep but it isn't. That's it.' said Professor Simpson, a former Harvard lecturer.

From all aspects of the studies, it is concluded that the statement is too cloudy to be made use of. This is the weirdest among the other items in the code. It can be said to be mysterious, or it can also be said to be meaningless.

The Manhood Element

Like all their legends, this item requires students to act like a grown-up man and do every task like a man. If they fail to do so, they will be trained. Should they fail again, they will be trained again. This keeps going on till students are given a grade displaying that they have understood the power of manhood and are able to put it into use.

There are two sides of the argument regarding this item. One side decides that they must stick to it no matter what and attend adequate trainings till they become a man. Another side thinks this simply leads to a vicious circle. They conclude that students being trained and trained again is a waste of time and the time is wasted again and again as they are trained again and trained. They think that the time can be used on other more meaningful aspects so that students are truly learn something.

The Coldness Element

This coldness item has a force that makes it powerful. It is actually magic. It is not explained and it is not supposed to be explained. This item was written in a piece of paper when the school was formed. The last sentence in the lines made clear that no one should try to explain the words.

• Here is what is written: The coldness in the world is fading. For those who understand you will understand the power of the love of the Buddha. It is an evergreen power of the beings. Spread your wings wide like a gliding eagle and you shall see the invisible. Believe in yourself and you shall reach the unreachable. Trust in your foes and you shall befriend them and live peacefully together with them. Love is around the planet. It may be hidden beneath the deepest of hearts. All you have to do is dig it up, starting from the skin. Step by step, you shall succeed.

The Importance of the Code

The founders stated that the code is as important as every other school rule. In spite of the fact that the code itself does not represent any specific school rule, the founders wanted everyone to see the code as the dream of a perfect world, a world where fairness exists and peace can be maintained.

Students' Comments on the code

In the 2005 Joint School Interview, three students were asked about how they felt about the code. Their words are jotted down. The three responses were later published in the Interview Booklet in late 2006. At the beginning of 2007, the Joint School Interview Authority discussed with a web host and a site was later put on the Internet in late 2007. In early 2008, the three responses were posted on the site and have since been freely accessible to everyone. The three comments are listed below. The names are changed into Student A, B, and C because names are not allowed to be shown on privacy and copyright grounds.

• Student A: I think the code is completely meaningless. Well, at least it is, for me. I mean, it's the 21st century. Reading the code is like having a history lesson that is telling the present history. Some may find it fun, not me though.
• Student B: Believe me. If you read the code too much, you will soon lose your mind. Very soon. I guarantee you.
• Student C: I love it. I enjoy reading the code every night before I go to sleep. My dad sometimes reads it to me and I will laugh and even in my dreams I think about the items in the code. I am really honored to be in such a school.
• (Background information: This is collected in the form of questionnaires and all private information is protected unless the participant agrees to let us display it. Student A has an IQ of 130. Student B has an IQ of 131. Student C has an IQ of 60. It was not known that Student C was retarded before the interview. It is stated that the results should not include the comments of students with weaker abilities. However, since the situation was not known before and during the process of the interview so the comments of Student C are also listed.)

Student's Performance

Public Examinations

Below shows the performance of students in the HKCEE public exam. Percentages are shown.

Obtaining Grade A	Obtaining Grade B	Obtaining Grade C	Obtaining Grade D	Obtaining Grade E
0	0	7	15	20

Below shows the performance of students in the HKALE public exam. Percentages are shown.

Obtaining Grade A	Obtaining Grade B	Obtaining Grade C	Obtaining Grade D	Obtaining Grade E
0	0	3	4	10

• The not shown percentages either go to failure(Grade F), absence(ABS), or Unclassified(Grade U).

University Admission

The overall percentage for the university admission is below 10%. The school is reluctant to provide statistic figures for this.

External links

• Official websites (in Chinese)