Ａ　Ｓｏｕｎｄ　Ｐｒｉｎｃｉｐａｌ　Ｕｎｄｅｒｌｙｉｎｇ　ａ　Ｇｏｏｄ　Ｅｄｕｃａｔｉｏｎ.docVIP

Ａ　Ｓｏｕｎｄ　Ｐｒｉｎｃｉｐａｌ　Ｕｎｄｅｒｌｙｉｎｇ　ａ　Ｇｏｏｄ　Ｅｄｕｃａｔｉｏｎ 　　WHEN Zhuo Li arrived for his first day of teaching at Beijing’s Shijia Hutong Primary School nearly half a century ago, the school comprised 19 shacks in an abandoned temple. The principal addressed student assemblies through a paper cone in place of a bullhorn. In the intervening 46 years, the school has grown into one of the most prestigious in China’s capital, complete with modern buildings and top-rate teaching. Zhuo has been instrumental in this development, serving 25 years as deputy principal before becoming the school’s principal 18 years ago. His progressive ideas regarding education have helped set the school’s tone and make it one of the most highly regarded educational institutions in Beijing. 　　Based on Zhuo’s experience across four and a half decades in education, he believes that four in every 1,000 students are exceptionally gifted, while the same number are genuine slow learners. In terms of intellectual ability, the remaining 992 students are largely at the same level. So why do kids of similar ability end up with a huge range of results when it comes to performance in class? Zhuo believes the answer lies in a combination of non-intellectual factors, such as the child’s habits, hobbies, reaction to setbacks, and ability to communicate and cooperate with those around him or her. 　　 　　Love, but Love Wisely 　　 　　“No TV before finishing your homework!” 　　“I can do it after this program finishes.” 　　 　　This is a common enough exchange between parents and children, but for Zhuo Li it is indicative of a dangerous antagonism between the two parties. All parents love their children, but Zhuo believes it is important to love wisely. Some parents overwhelm their kids with extra homework and extracurricular courses that they believe will enhance their children’s chances of entering a top university. This well-intentioned strategy is likely to sow an aversion to learning in young hearts, with excessive pr