📚 How Haberdashers' Boys' School Cultivates Outstanding Pupils: Academic Excellence and Whole-Person Education | 哈伯戴斯男子学校如何培养卓越学子？其学术与全人教育并重的成功之道
Haberdashers' Boys' School, often called "Habs", is one of the UK's leading independent boys' schools. It is known not only for its high academic standards but also for its deliberate effort to combine a long charitable tradition with a modern whole-person education. This article examines how the school pursues academic excellence while cultivating character, social responsibility and a global outlook.
哈伯戴斯男子学校，常被称为 "Habs"，是英国极具水准的私立男子学校之一。它不仅以优异的学术成绩闻名，也以刻意将久远慈善传统与现代全人教育目标相融合而著称。本文将探讨该校如何在追求学术卓越的同时，培育学生品格、社会责任感以及全球视野。
1. A Historic Charitable Foundation | 历史渊源与慈善根基
The school's story begins in 1690, when it was established as a charitable entity under a royal charter. Its original form was a hospital, or charitable foundation, that housed and educated 20 boarders. The funding came from the bequest of the merchant Robert Aske, and the institution was linked to the Worshipful Company of Haberdashers.
学校的故事始于 1690 年，当时它依据皇家特许状得以设立，成为一家慈善实体。其最初形态是一家收纳 20 名寄宿生的医院，也就是慈善机构；资金源自商人罗伯特·阿斯克的遗赠，并与哈伯戴斯公司相关联。
Over centuries, that small charitable foundation developed into a top independent school. Yet its charitable founding principles and a deep sense of mission still drive its values and behaviour. This historical root is not merely decorative; it shapes how the school thinks about service, community and responsibility.
经过数百年发展，这家小型慈善机构成长为顶尖私立学校。然而，其慈善创办原则以及深深的使命感，至今仍驱动着它的价值观与行为。这一历史根源并非装饰性的存在，而是深刻影响着学校对服务、社区与责任的理解。
| Item | 项目 | Detail | 内容 |
| Founded | 创办 | 1690, by the bequest of Robert Aske | 1690 年，源自罗伯特·阿斯克遗赠 |
| Original purpose | 最初目的 | A charitable foundation for 20 boarders | 收纳 20 名寄宿生的慈善机构 |
| Governance | 管理 | Worshipful Company of Haberdashers | 哈伯戴斯公司 |
| Location | 位置 | Elstree, Hertfordshire | 赫特福德郡埃尔斯特里 |
2. Academic Excellence by Design | 学术卓越的体系化设计
Academic success at Haberdashers' Boys' School is highly visible, but it is not accidental. It rests on a rigorous teaching system and a determined effort to dig deep into every pupil's potential. The school does not treat ability as fixed; it treats it as something to be discovered, stretched and refined.
哈伯戴斯男子学校的学术成就众人可见，但这并非偶然。它建立在严谨的教学体系之上，也建立在对每一个学生潜力的深度挖掘之上。学校不把能力视为固定不变，而视其为有待发现、延展与打磨的素质。
For the 2018 cohort, more than 42% of A Level grades were A*, and nearly 20% of students gained places at Oxford or Cambridge. Such results show what happens when high expectations are combined with strong teaching, careful tracking and genuine intellectual ambition.
就 2018 届学生而言，超过 42% 的 A Level 成绩为 A*，将近 20% 的学生获得牛津或剑桥大学的录取。这样的成果说明，当高期望与优质教学、细致跟踪以及真正的学术雄心结合在一起时，会产生怎样的结果。
The school supports academic depth through small classes, subject clinics, extension work, olympiad preparation, debating, independent research and university guidance. Pupils are encouraged to read beyond the syllabus and to see subjects as living disciplines rather than exam checklists.
学校通过小班教学、学科辅导、拓展课程、奥赛准备、辩论、独立研究以及大学升学指导来支持学术深度。学生被鼓励超越考纲去阅读，把学科视为活的学问，而不是考试清单。
3. Curiosity, Ambition and Boundary-Breaking | 好奇心、雄心与拓展边界
The school's academic edge is driven by two inner forces: curiosity and ambition. Pupils are encouraged to "challenge the status quo" and to "push boundaries", maintaining an inquiring spirit both inside and outside the classroom. Learning is presented as an adventure, not a compliance exercise.
学校的学术优势由两种内在力量驱动：好奇心与雄心。学校提倡学生 "挑战现状"、"拓展边界"，在课堂内外始终保持探究精神。学习被呈现为一场冒险，而不是一种服从性任务。
This spirit is visible in the way pupils ask questions, test ideas and pursue unlikely connections between subjects. A historian may explore economics; a physicist may write about philosophy; a musician may study mathematics. Such cross-fertilisation is actively welcomed.
这种精神体现在学生提问、检验想法以及追寻学科之间意外联系的方式中。学历史的人可能探索经济学，学物理的人可能撰写哲学文章，学音乐的人可能研究数学。这种交叉滋养受到积极鼓励。
At the heart of this approach is the belief that "fun" belongs at the centre of education. The school aims to inject a sense of awe and wonder into learning, so that curiosity becomes self-sustaining and pupils want to explore deeply, make connections and widen their horizons.
这种方法的核心信念是："乐趣" 应处于教育的核心位置。学校致力于为学习注入敬畏之感与惊奇之感，使好奇心能够自我维持，推动学生深入探索、建立联系，进而拓宽自身视野。
4. Sport, Music, Arts and Co-Curricular Life | 体育、音乐、艺术与课外生活
Academic success and a rich co-curricular life are not separate at Haberdashers'. They feed each other. The school can point to sports captains who also achieve top academic results: the cricket captain, for example, gained A*A*A*A* and went on to read Engineering at Cambridge.
在哈伯戴斯，学术成功与丰富的课外生活并非彼此分离，而是相互滋养。学校可以举出既是运动队队长、又在学术上取得顶尖成绩的学生：例如板球队队长拿到 A*A*A*A*，并进入剑桥大学学习工程学。
This reflects the school's belief in "cultivating excellence in all areas of life". Academic rigour can coexist with success in sport, art, music and community service. The aim is not to force every pupil into one mould, but to help each find areas where effort and joy meet.
这体现了学校所秉持的 "在所有生活领域培育卓越" 的理念。学术上的严谨性，可以与体育、艺术、音乐以及社区服务方面的成功协调共生。其目标不是把每个学生塞进同一个模子，而是帮助每个人找到努力与快乐相交的领域。
- Sport: rugby, football, cricket, athletics, swimming and competitive fixtures. | 体育：橄榄球、足球、板球、田径、游泳以及校际比赛。
- Music: choirs, orchestras, jazz groups, chamber ensembles and regular concerts. | 音乐：合唱团、管弦乐团、爵士乐队、室内乐组合以及定期音乐会。
- Drama and art: school productions, exhibitions, design and creative writing. | 戏剧与艺术：校园演出、展览、设计以及创意写作。
- Service and leadership: charity committees, peer mentoring, house events and community projects. | 服务与领导力：慈善委员会、同伴辅导、学院活动以及社区项目。
5. Whole-Person Education: Becoming Who You Are | 全人教育：成为真正的自己
The school firmly believes that education is not limited to examination results. It is closely connected to "discovering and learning who you are". The goal is to nurture individuals who are independent, resilient and morally grounded.
学校坚定地认为，教育绝不仅仅局限于考试取得的成绩，而是和 "发现以及学习你自身究竟是谁" 有着紧密关联。其目标在于培育出具备独立性、拥有坚韧品性、持有道德准则的个体。
To achieve this, the school places "fun" at the very centre of education. It seeks to inject "a sense of awe and wonder" into learning, encouraging curiosity, deeper exploration, the making of connections and the widening of horizons. In this vision, character and intellect grow together.
为了达成这个目标，学校把 "乐趣" 放置在教育最为关键的核心位置，给学习注入 "敬畏之感以及惊奇之感"，借此激励学生产生好奇心，推动学生深入作出探索，建立起各种联系，进而拓宽自身的视野。在这一愿景中，品格与智识共同成长。
Academic Excellence × Character × Community = Whole-Person Education
This simple equation captures the school's logic: academic excellence matters, but it becomes fully meaningful only when joined with character and community. Each element strengthens the others rather than competing with them.
这个简洁的等式概括了学校的逻辑：学术卓越很重要，但只有与品格和社区相结合，它才具有完整意义。每个要素都在强化其他要素，而不是彼此竞争。
6. The "Habs Pupil": Character and Values | "哈布斯学生"：品格与价值观
The school defines the "Habs pupil" as compassionate, kind and altruistic. Such a pupil has strong moral principles and empathy, enjoys life, and is determined to make a difference in everything they attempt. Crucially, they put the community before themselves.
学校定义的 "哈布斯学生"，是富有同情心、善良且利他的那种人。他们拥有强烈道德准则和同理心，享受生活，并决心在所尝试的一切里有所作为。关键在于，他们始终把社区置于自身之前。
This education is expressed through deliberate shaping of values. Through carefully designed courses and experiences, pupils are guided to balance humility with boldness, to speak up for themselves and others, and to become determined problem-solvers.
这种教育具体体现在对学生价值观的塑造方面。学校借助精心设计的课程和体验，引导学生平衡谦逊与大胆，代表自己和他人大胆发声，成为坚定不移的问题解决者。
The result is not a single personality type but a set of dispositions: moral courage, empathy, service, curiosity and resilience. These are qualities that matter long after the final examination has been forgotten.
其结果不是单一的人格类型，而是一组性情倾向：道德勇气、同理心、服务精神、好奇心与韧性。这些品质在最后一次考试被遗忘之后，仍然长期发挥作用。
7. Community as a Way of Life | 社区精神：一种生活方式
The school's community spirit begins with its self-description: "a caring, respectful community in a wonderful campus". Yet this community is not limited to pupils and staff. It extends to families, alumni, partner schools, companies and even the wider world, creating what can be called a collaborative sense of solidarity.
学校社区感的构建，始于其自我定位："在一个美妙的校园里，成为一个关爱、尊重的社区"。然而，这一社区并不局限于学生以及教职员工，而且还拓展至家庭、校友、合作学校、公司乃至整个世界，形成一种 "协作式的团结感"。
Belonging, inclusion and celebrating difference are emphasised. Pupils learn that a strong community is not one where everyone is the same, but one where differences are recognised, valued and held together by mutual respect.
学校着重于归属感、包容性以及庆祝差异。学生学习到，强大的社区并不是所有人都一模一样，而是差异被承认、被珍视，并通过相互尊重而凝聚在一起。
The school actively interacts with local, national and global communities. This brings the world into the school and also takes pupils out into the wider world, so that community is not a slogan but a daily practice.
学校积极和本地、全国进而全球的社区进行互动。这既把世界引进校园，又使学生踏入更广阔的世界，使社区不只是一句口号，而是一种日常实践。
8. Belonging, Inclusion and Celebrating Difference | 归属感、包容性与庆祝差异
The charitable founding principle is the soil in which this community spirit takes root. Because the school began as a foundation for 20 boarders, it carries a memory of service and inclusion that continues to shape its identity.
其慈善创办原则是这种社区精神的扎根之处。学校最早是一家收纳 20 名寄宿生的慈善机构，因此它承载着服务与包容的记忆，这种记忆持续塑造着它的身份认同。
A top independent school has developed over time, but its charitable founding principles and its deep sense of mission still drive its values and behaviour. Pupils are encouraged to see privilege as a responsibility, not merely a possession.
一所顶尖私立学校已然发展起来，不过，其慈善创办原则以及对我们社区的深深使命感，却仍驱动着它的价值观与行为。学生被鼓励把优势视为一种责任，而不仅仅是一种拥有物。
In practice, inclusion means
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