HISTORY’s LAST POST (: Days 8/9

Hello all!

Hope you’re enjoying life back in Singapore. Cambridge has been getting colder and i guess each and everyone of us is kinda excited to be back in Singapore. Well, to a certain extent anyway. This trip has been one that is extremely enriching, and has allowed us to widen our scope of knowledge. By bringing the lessons to life through museum trips and through propaganda films etc., we’ve been able to see things more clearly, allowing us to understand things better.

As the saying goes, ” A picture paints a thousand words”. We shan’t bore you with a wordy reflection but rather,  share our 2nd and 3rd last days with you through pictures.

Day 8 – Introduction to UN & Visit to Archeology Museum and Science Museum,  Cambridge.

The Introduction to UN gave us many new insights and an introduction to what we will eventually cover next year. The mock UN debate was almost as exciting ASEAN role play. Considering that we only had 20 mins to do the role play, it definitely gave many insights to how the UN works.

Later on, we took a nice trip to the two Cambridge museums where we saw many artefacts dating back to 1034 AD.

Our tutor, Dr Gibbs, then brought us to eat the BEST ice-cream in Cambridge. It was creamy and extremely delicious!

Different Models of Calculators in the Archaeology Museum

Stefan, Venetia and Eugenia outside Chocolat Chocolat which had the BEST ice cream!

Ms Narindar then brought the History students to eat the best scones and tea at Auntie’s Tea Shop near the Market Square. We had Scones with butter and jam as well as Garden Mint Tea which was extremely refreshing warming for the heart

Ms narindar and Fanny at the tea shop

Day 9- Trip to London, Imperial War Museum and National Archives Museum

We started our day early at 810am, to take a nice 10 minute walk to the coaches then about an hour long drive to London.

We’ll let you see what we covered through our pictures

Entrance to the Imperial war museum

Ms Narindar with Koen, our 2m tall friend from the Netherlands!

The Holocaust exhibition at the Imperial War Museum was extremely enlightening. An experience that was extremely impactful and at the same time, pricked our hearts.  ( videos and pictures of things that happened were shown, with little accounts from survivors)

Article based on Vietnam in the post 1945

Koen, Eugenia and Stefan trying on caps that were worn during the war

Propaganda Posters in the “children’s war’ section of the museum – which showed the war from the children’s point of view.

Stefan posing like a statue of a boy

A close up of one of the actual archives from the museum

Wei Yen & Ms Narindar studying an Original Source frm the British National Archives Museum

This is the lst update that we’ll be having.

Hope that our blogposts have all been insightful and enlightening.

If you do have any questions, please post them to us and we’ll try to reply asap(:

We’d like to extend our thanks to all the REACH Cambridge staff, our teachers, and especially the teachers who have followed us here to guide us and allow us to have such an enjoyable experience.

Love

History (:

History reflection, Days6-7

16/8/10 Morning Activities: General Historical Problems

Up and early, ready to face the new, and quite sadly the final week in Cambridge, we approached the morning’s session with an air of anticipation, not quite knowing what to expect. In the lesson, the 20 people in the class were divided into 6 groups and each worked on one given discussion question.

The questions discussed gave us new insight into the discipline of history. We were stimulated to look at history as a whole rather than a particular section/topic ( According to Ms Narindar, this is what “S” paper history was like in the past ).

• The most thought provoking question in the session was “History is written by the victors. The victims remain silent.” It provoked us to think critically about the different perspectives from which history is written. After much discussion, we arrived at the conclusion  that victors may write history but by no means do victims stay silent, nor might they in the eyes of history remain victims. One good example was the Jews in the period after the traumatic Holocaust. Many sympathised with their views in light of their plight, thus allowing their interpretation of history to be dominant. Social history is also focussing on the plight of the common man.

ASEAN ROLE PLAY ( afternoon session )

Here we inserted ourselves in the issue of ASEAN’s enlargement in the post CW world and debated the issues that surrounded the question of whether to take in more the countries of Myanmar, Cambodia, Laos and Vietnam into ASEAN or not.

• Whilst our  mates back in CJC were doing this exact same topic at the same time back home, we were exposed to it in a somewhat novel approach to the topic through role-playing
• Each group had to step into the shoes on a stipulated country : the candidate countries ( Laos, Cambodia , Vietnam and Burma ) made convincing cases for admission into ASEAN and the original members ( S’pore, M’sia, Thailand, Indonesia ) had to consider the pros and cons of including these members in ASEAN.  In the end we gained much insight into the mindsets of the states during that turbulent period, as geopolitical concerns and security issues of the SEA countries helped to confound

Some members of our History class – Koen from Amsterdam , Dahmani and Araeyus from India   the issue of the enlargement of ASEAN and make decisions on the admittance of states much more complex and fascinating.

Above : Yi Fan and Damani (from India ) ,representing the Singapore team

Wei Yen and Nicolette ( of Hwa Chong ), putting up a spirited case for Myanmar’s admission to ASEAN

17/08/10

Morning session: The Cuban Missile Crisis

In the morning of 17/08/10, the lesson of that period was the History of Cuba, focusing on the Cuban Revolution and the Cuban Missile Crisis. While this topic had been covered in our lessons before, here in the classrooms of Trinity Hall free from the constraints of the syllabus, we were able to approach this topic on its own, rather than as a case study in the Globalization of the Cold War. We were able to study the topic in more depth than we could in school. This afforded us the chance the explore this period of history in much greater detail   and we drew much interesting insights from the highly enriching lesson.

• We understood the current US policy towards Cuba and how they had historically viewed the island, beyond the parameters of the established syllabus.
• In the Cuban Missile Crisis, doing a press report on the speech of President Kennedy at the start of the Crisis again provided us many new learning points. We were reminded that The Crisis was more than just the US, USSR and Cuba. The perceptions and viewpoints of various countries, from the anti-communist, neutral and  pro-communist countries , were taken into account. Again, we realised that even for the CMC, interpretations of the events could and would differ

On another note, the lesson was presented in 66 slides laden to the brim with words and sentences, in the style of University Lectures. Here, the history people would like to express their newfound appreciation for the style and presentation of our junior college lectures. We would like to thank our lecturers for making the slides more appealing and palatable. To borrow the unabashed exuberance of the literature people, WE LOVE U MS NARINDAR, MS MOOK , MS ANA AND MR DON MARCUS J <33333.

Afternoon session : The Cuban revolution through films

In the afternoon, we watched a film about the Cuban life in the 1950s. The themes of exploitation by the Americans was artistically portrayed through the stories of 3 different Cubans – Maria’s story, about a woman working as a night hostess in one of Cuba’s rich pubs while staying in the run-down slums of Cuba’s poorest districts ; Pedro’s story, about a Cuban sugar farmer being oppressed by a US agricultural corporation into giving up his hard earned labour and burning his sugar crops as an act of rebellion and  Enrique’s story, about a student revolutionary and supporter of Fidel Castro and his life during the Batista regime.

• Whilst we had studied this from our readings back home, the powerful visual representation of the movie managed to bring the history of the Cuban Revolution alive and struck a chord with us.

Looking back at the movie, we found many similarities with other uprisings studied in CJC, particularly the rise of the nationalist movements in colonial SEA.

• US oppression and exploitation of Cuba that was ever present in the film was quite similar to the colonial oppression and exploitation in SEA, like the land alienation of the Burmese by the British in Burma.
• The film portrays the important role of Western-educated University students in the uprisings against the Cuban government, so, too did many of the Western-educated nationalists in SEA, with many moving on to leadership positions in the newly independent countries, like Indonesia’s Sukarno, Burma’s Aung San and our PM Lee.  Thus with the link to our college syllabus, we gained greater insight into the study of History. Be it SEA or across the world in Latin America, human beings respond to oppression and exploitation in a similar way.

Catching up with school work and homework after lessons ( the geog ,econs and history students )

<3 HISTORY (:

The Weekend

London is indeed a beautiful city. It is well known for its heritage and culture. London, a city deep in its history, has developed into a metropolis. Her famous shopping district, spanning famous locations like Oxford Street and Covent Garden, contain modern retail brands housed in the architecture of old London, showing how London has managed to conserve the old and advance the new. In Singapore, on the other hand, our old and new are kept separate as they develop separately rather than together. As such, Singapore can learn from London, by incorporating new developments into old buildings by redeveloping them to pristine conditions. Through this, tourists and even our own local people can get a glimpse of Old Singaporean architecture. It would serve as a good reminder for Singaporeans of our tumultuous past, and how we have risen from it.

With just a glance around London, we can see how proud the English are of the history. They have maintained that powerful historical feel through the old architecture that lingers even when other cities have moved forward in time. The statues of the numerous key figures in British history stand proudly, showing how England remembers those who have made her who she is today. Singapore’s array of searing skyscrapers and high-rise HDB blocks are orderly and well played, whereas the cramped London streets are dripping with reverance for the past. A departure from Singapore, where practicality is emphasized and the character of the city does not show as much. Through all of that we’ve seen in our weekend trip,  we’ve been able to see how despite London and Singapore (both cities) differ greatly not just in term of architecture but also in historical value.

Yet another differing point would be the level of freedom of speech people are given in the UK. As the bus drove past near Trafalgar square, we could see people pitching tents in the middle of a busy area in order to protest various things such as the war in afghanistan.

As we stepped into the British Museum we cannot help but feel awestruck. We were greeted by treasures from all over the world ranging from Chinese pottery, Maori relics to Eyptian Mummies.

Taking a glance through the map tells one just how vast this museum really is, artifacts from every corner of the world, pieces of stones that are millions of years old, the evolution of human technology throughout the ages. An entire room was dedicated to the history of the mechanical clock, one could literally walk around this museum for days absorbing all kinds of knowledge with no specific subject area. Everything was there from one of the earliest prints of shakespeare’s works, to the first kind of currency used and of course the famed rosetta stone that allowed academics to finally decipher the hierogylphs from ancient egyptian times.

One thing that appears saliently remarkable, is that the English are

able to keep up with the changing times (Bustling Oxford Street and beautiful Covent

Garden), yet they fall back on tradition to preserve their culture (Old Spitelfield Market,

Trafalgar Square, and countless statues of Legends like Winston Churchill and Admiral

Lord Nelson). By the mere comparative analysis between Singapore and London, it is

obvious that we Singaporeans are too pragmatic to preserve our cultures and traditions

(in fact they are on the brink of eradication). However, we’re glad to know that Singapore

is taking steps to preserve our culture (but we’re a little slow). Personally, we feel that

more funds should be channelled towards culture preservation, education, and of course,

tourism and hospitality. London is truly inspiring, and it has opened our eyes to many

historical developments that we have, till now, overlooked.

Sunday : Cruise down River Thames

Today, the group took a short cruise river cruise down river Thames. We started off first at Westminster pier, where we could see the famous battle ship Belfast, which survived both World Wars. Shortly after the departure, we passed the still constructing Shard, which will be region’s tallest building after construction is completed. Also, there were many old buildings like the parliament building could be seen on the boat.

As we continue to go down stream, we could see that the urban landscape was well planned. Many new and old buildings stood next to each other, without looking out of place. The buildings complement each other as they still reflect the busy London skyline. We also marveled at how London’s urban planners have managed to embrace both the new and old architecture. Singapore has clearly adopted this approach as seen in its plans to merry the old and new architecture of Singapore in the civic district.

 

 

Being geography students, we paid attention to the river processes while enjoying the views. While passing under the bridges, the captain commented on the rapid flow of water which was up to 6km/hr. It was later that we found out that  locks,  weirs and various other river management strategies were used to manage the flow of the river. Hence, the cruise was clearly both and educational and recreational experience we will never forget.

Response to History questions:

1. Is History an art or a science?
There is no definite answer as to whether history is an art or a science.
History could be seen as a science due to the fact that scientific methodology used to verify the accuracy of information as well as the way in which logical deductions have to be made based on concrete evidence. In addition, history evidence is used as the backbone of all historical arguments, which can be seen as a parallel as to how science is studied.
However, a coin has its two sides. History requires innovation. It is all about interpreting a certain matter in many different ways. There’s never one fixed argument as to how history is. The Victors may have written history, but the Victims still have a voice. Furthermore, the way in which history is addressed/answered/analyzed can be easily seen as one that requires an artistic voice and thinking, rather than science which is more confined to a straight and precise answer.

2.  The quote was a quote that we saw at the American War Memorial last week, on the dedication and devotion of the soldiers in the War.

More questions

1) Having read the section on the philosophy of history. i am really intrigued by the question posted on if it is a science or an art or something in between and i am still wondering which it it is.
2) there is a quote ‘To you from failing hands we throw the torch – be yours to hold it high’. in which context was it used?

History! Part 2.

Day Four 11 08 10 – Religious Conflict by Dr Scot Peterson

Religious conflict in English history was a totally new area for us – a topic that is not covered at all in Singapore schools.  We discovered that English history is full of religious conflict and we were given an overview of the development of conflict over time. Although it was confusing at times, we came to a realization that :

Religious conflict has its roots as far back as the 16^th and 17^th Century. More than just a brief over British History, we learnt of the conflict between the king and introduction of the parliament (it’s power and how much it should hold) What did we learn? Loads of drama, mystery, thriller and murder; the cycle of divorce, adultery and drugs and booze.

• Religious conflict in English history – the diverse strands in the development of religious groups = the Quakers, Armenian Christians, Catholicism, Protestant faith etc….
• Our exposure to source material from the past showed the difficulty of reading and making sense of historical documents written in a more formal form of English. Historians would need to spend much time and effort to decipher it, especially when the source provided and the era we are studying is further away from us.

‘Never in the field of conflict was so much owed by so many to so few.’ – Winston Churchill

Today, it was the Imperial War Museum that we visited, and we all did not expect much from a museum showcasing warfare. In the end, we spent two hours viewing over eight conventions and left the place having seen not just many warplanes, but also a new perspective towards war. As Singaporeans, there were a few things that struck us and allowed us to see things in a different light.

• Japanese Occupation was seen as the forgotten war, as Britain was never occupied by the Japanese. It was quite a shock to us because as Singaporeans we always felt that the JO was of much significance but after today we realized that wars were seen from different perspective by different nations and because we were once occupied by the Japanese, it was naturally more of a trauma to us.
• Also, we saw the large amount of effort and military spending Britain had dedicated to protect its own country in comparison to its protection of Singapore, its former colony. Despite knowing that we fell to the Japanese with some reason due to the lack of protection by the Japanese, it was natural that they had placed their country as top priority and after visiting the Imperial War Museum, we understood better the cause Britain had been fighting for, and the traumas that they had experience, which to them JO pales in comparison.

Day Five 12 08 10

We started today with the sharing of our experience at the Imperial War Museum by sharing an exhibit that attracted us the most. We then begin on the Korean War, which we have already touched on in detail in school. However, we left the lesson with yet another new perception towards the Korean War.

Instead of the usual lectures and essay assignments we had to cover this topic in school, we read articles and did document presentations. What we took away from the lesson was a deeper understanding of the key players in the war, looking at the war from their point of view through their letters and address to the public.

In the afternoon, we went to the Fitzwilliam Museum which showcased many art pieces from all around the world. Even though it was not of much relation to history, it was fascinating to see and hear the art pieces being interpreted for us and also from art pieces, see the nature and culture of the different nations. The lit students within our group found the museum especially relevant to our Paper 1 book and we saw for ourselves the different art periods and comparison made between characters in the museum.

Questions from Singapore

Hi there,

glad to hear your activities are doing so well in Cambridge.

Below are some questions posted by your classmates to you.

How is the studying environment in cambridge different as compared to Singapore?

Some of the topics in Reach Cambridge are also covered in the H2 Geography syllabus. How are these topics different? Are they useful and relevant for future usage in H2 Geography?

What is Bayes Theorem and how to apply it to our daily life?

regards.

Singapore

History!

Day Two 10 08 10

‘History is the most difficult discipline to approach.’

 This was the introductory statement of our lecturer, Dr. Scot Peterson ( from Oxford University ) as he began the lesson teaching us the craft of being a historian. Using the Suez Crisis as a springboard, he introduced us to the different kinds of history – social history, political history, economic history, history of thought. Whilst in school, we mainly cover political history (event, chronology based ),  in Reach Cambridge, we  were exposed  to  social history. Political history, we realized focuses more on the speeches, ideas of prominent individuals and politicians, whilst the ordinary individual is largely ignored.. Social history, however, gives significance to the letters and diaries of ordinary people, newspaper reports, personal interviews and mass observations to provide an insight into the popular ideas and trends in society at that time.

 We gained an interesting and new perspective, that ordinary individuals  are also important in the devising of history. Not constrained by an Ä’level curriculum, the Reach Cambridge programme for history has so far given us new opportunities to study history as a discipline for its own purpose rather than having exams as an end goal.

 Through a critical evaluation of a video clip on the Suez Crisis, we arrived at a better understanding of the craft of a historian. Historians are  also able to shape evidence in support of  their thought and point of view. The choice of evidence, quotes, even music <the way they show and present their point> is a way that historians use to psych their audience to follow and accept their point. It is the choices made by historians that reveal a certain interpretation of history and this helped us to better understand the different schools of thought and perspectives in history.  This reinforced the skills  we’re taught in history classes – to  pick and choose relevant parts of history to construct and prove an argument.

‘To you from failing hands we throw the torch – be yours to hold it high’

Our field trip for the afternoon was a visit to the American cemetery honoring the soldiers who’ve died. As we went there, our thoughts in the beginning were more of “Oh, its another cemetery”. Yet, it slowly took on more significance – giving us goosebumps. The cemetery was grand, a large grass patch with rows of crosses (symbolism: grave), tall walls on which was scribed the names of the US army who has lost their lives in the course of the Second World War. The wall was filled with the names, simply ‘freaking’ us out as we were a step closer in knowing how and feeling how the deep-filled emotions to know that every life is precious.  The death tolls were read off in history books became a reality , not mere statisitics. On the bus way back to Trinity hall, we begin to be aware thanks to the tour bus commentary that women in Cambridge were not given equal status. Women were only allowed to enroll at the university less than two hundred years ago, and the men of the university reportedly wore black and flew all flags at half mast as they believed that women would bring about the death of Cambridge. Even then, women could not even receive a degree upon graduation, only a certificate, until the last Queen Mother in the late 1900s. This particularly resonated with us. We were taken aback that even in such a prestigious university, progress in gender equality had been in a dismal state barely a century ago.

Day Three 11 08 10

We started the day with a Group Document Presentation, a follow-up, on the topic of the Arab-Israeli conflict. In school we use factual information to support our historical arguments but here at Cambridge, we stepped into the shoes of a historian-  we worked  with many different documents and sources and had to  evaluate these sources with our historical knowledge to assess their usefulness to our arguments. Through these group presentations we could observe each other’s strengths and weaknesses, not just of ourselves but of other students from both Singapore and international schools. We grappled with these documents on their own merits and in relation to their historical context, and saw how it was important to realize that no document is written in a vacuum. We can take these lessons home, looking at our source-based assignments in a new light.

Our afternoon session was combined with the Philosophy class, in a lecture unsurprisingly called The Philosphy of History. Here we drew back from the craft of a historian and considered the discipline in abstractions, and we discussed topics like the nature of history itself, whether it was a science, an art, or something in between. We also considered the purpose of history, if one existed, and the importance of the historian in studying history. We decided that the ideal of “objective truth” in history cannot truly exist, despite the best efforts of the historian. A historian exists as a product of his society and time (and here we also examined how ideas of modernity continually change) and his interpretations of the past are influenced by these. A discussion like this is wholly different from anything we would do in school. Instead of hurriedly rushing into skills and content knowledge we actually challenged ourselves to think about history as an idea and an approach to studying human nature. With better ideas about our chosen subject we can more effectively approach it in the future, with clear motivations for studying it and better knowledge of its nature.

It was not all just History … we had other activities to enrich us

Apart from history, one of the two other activities of the day was the star dome demonstration. A Cambridge astronomy expert had set up a planetarium in the lecture theatre and he gave us an impressive display of the constellations one would see in the night sky at various times of the night and in various parts of the world. I am sure this has given more than one of us an interest in what we see in the sky and night.

Our evening lecture was on ”Evolution”, by a Cambridge doctor in zoology. He had an electric personality, making an otherwise dull topic interesting, comprehensively explaining Darwin’s theory and how it was important to modern science. As a Catholic school our main point of interest in his lecture was Dr Elliot’s view that the theory of intelligent design should not be taught in science classrooms, but also that science had no place in faith classrooms. Many prominent scientists through the years have been religious, including Albert Einstein, and his point made us think that evolution and creationism did not have to be opposed to each other. Rather, one existed as a theory brought about by scientific deduction and the other as part of an individual’s faiths and beliefs. They are separate from each other.

Day 1: First day of lessons!

History Reflection 9 Aug 2010

Hello CJC!

It’s National Day today, and the first day of our lessons in Cambridge University !

Our first  day  as a student at Cambridge University

We  kick-started our day with a  hearty breakfast ( British style – eggs, bacon, hash browns, baked beans , milk )  It is a novel experience – having to wait in line in food ( as you see in the Harry Potter movies ). Lessons start at nine and the different subject groups dispersed to their different venues. The History, Geography, Economics and Bio-technology students have lessons in Trinity Hall, whilst the Literature and Mathematics students, whilst living in Trinity Hall, have their lessons at the Downing campus (requires a brisk 10-15min walk from Trinity Hall). We all trooped off to our different venues. The History students met our lecturer, Dr. Jessica Gibbs and started off with introductions.  Joining us in this programme are fellow Singaporeans from AJC, Hwa Chong Institution, RI and MJC, 2 students from India, 1 from the USA, 1 from Norway and 1 from the Netherlands. After a brief ice-breaker activity, we got down to lesson time – “The Origins of the Arab-Israeli Conflict.”

A National Day way from Home…

Lunch is from 12-2pm and is not provided on campus. Thus, we are allowed to leave the campus for lunch.

However, considering that today was National day, all CJC students assembled back under the Oak Tree in Trinity Hall *near the boys dorms*, to recite the pledge punctually at 20:10, ( to coincide with the time that Singaporeans would be taking the pledge as a nation. ) Mr Lim even had the wonderful idea of getting us to form the number 45 to signify Singapore’s age. We were the only school that commemorated the independence of our little nation.

• As the pledge reverberated through the serene atmosphere of Trinity Hall, we felt a sense of pride as we recited our national pledge in the land of our colonial power and asserted our national identity. Singapore FTW! Yet, it is important to know that the British still done good for us in our education system.

Our very own Singapore girls (:

Learning Points

As we learned about the creation of Israel in 1947 for the morning lesson, it reminded us of Singapore’s own struggle for independence from the British. The conflict between the Palestine-Israel reminded us of our own journey to our sovereignty. The freedom and the bright future that Singapore beholds is a reminder of our forefather’s intellectual insight and great leadership; by studying this conflict, reminded us that. The conflict of Israel is also pertinent as we, a small red dot is living in the neighbourhood of Muslims has to be conscious about our actions and be more sensitive to the culture, tradition and thought which our neighbouring country possesses.

As we worked closely with documents, we came to a better understanding of the craft of a historian

In our afternoon activity, we took a field trip to the Kings College chapel where we were awed by the majestic architecture and also given a deeper understanding of a building as a historical source. King’s Chapel is a building in Cambridge that was built over a period of 90 years, and lasted over the reign of many English kings and queens. Starting off with Catholic origins, the chapel soon changed to one that was of the Church of England, under the decision of King Henry VII, who faced disagreements with the catholic pope on issues on annulling his marriage. The chapel, which adopts late Gothic English architecture, left us in awe and made us feel slightly despaired about the urbanization which has resulted in suppressed innovation and creativity in people

The King’s College Chapel has served as a significant building in the history of the UK, leaving behind many great stories to be told. In the same way, Singapore ought to pay more attention to our historical buildings and sites, as they seemingly become more ingrained into our heritage. While museums and shows appear to encompass all that our heritage has to offer, it is only when one is in the actual site that such feelings can be encapsulated.

Beautiful Stained glass in the chapel
In the chapel (:

Eugenia and Venetia outside the chapel

We then headed to the River Cam for group punting. While we were hoping that we could each experience punting for ourselves, we enjoyed the comfort of sitting in the boat to be given a guided tour of the 6 colleges that stand by the river. While we were fed with tons of information about the history of the various colleges, we were still able to enjoy the ride which was extremely smooth-sailing.

Once that was done with, all the h2 mathematics students had the privilege of having a math lecture with Mr Lim at the ‘pub’. (the lecture theatre is basically within a pub which is not in use). We managed to cover small angle approximations and finish the entire topic of McLauren’s series.

Queueing up before punting

Following that, we headed down to the terrace for our lecture on the fire and health safety in the college and then for dinner. Once again, we were treated with a scrumptious traditional English meal which warmed our stomachs and left us full for the rest of the night.

That was followed by ice-breakers amongst all the participants of the REACH Cambridge course. Despite the fact that most of us were extremely jet-lagged at that point in time, we still endured and managed to have fun while playing the games, and also made many new friends.

We hope that you’ve all had a great National Day and holiday.

Give us more updates on what’s going on in Singapore (:

With love <3

CJC (History)

Best Wishes from Singapore

Good luck in Cambridge, gain knowledge and experience, make new friends while strengthing old ones, and stay healthy!

- wishes from Singapore