从书本到英国费得斯：游学铺就的知识重构与成长印记

In October, when the bus carrying FCG students came to a stop, Twinkle stepped off and was immediately greeted by the fresh scent of damp earth. This was not the picturesque "British campus" seen in paintings — it was tangible, with weathered bricks and moist air one could actually feel. She turned to see some classmates backing up to capture the entire castle with their cameras, while others stood on tiptoe, pointing at the crest on the wall. "It looks just like ours!" someone said.

Standing in the main hall, Ms Yvonne told the story of the school's founder, dating back more than 150 years. Twinkle followed her classmates up to the castle rooftop, where the entire campus and Edinburgh's skyline stretched before them.

What fascinated Twinkle most was the attic. The walls were etched with the signatures of graduates, each name a trace of youth. As her fingers brushed the carvings from the 1940s, she exclaimed, "This signature is nearly a hundred years old!"

Twinkle followed her buddy, Pari, into a Spanish class, stumbling through a new language. Together, they also attended biology, physics, and squash lessons. "After lunch, Pari would take me to play football and games with her classmates. I made so many wonderful friends," Twinkle said.

Eason, guided by Leo, conducted chemistry experiments, heard bagpipes, and captured British scenery with his paintbrush. "Their bagpipe lesson was amazing!" he said enthusiastically.

The sports fields were equally lively. Students learned rugby and lacrosse, dashing across the pitch with boundless energy. 

During the boarding house singing competition, each house's performance was filled with spirit. When the winning house raised the trophy, the cheers nearly lifted the roof. "They sang songs that are popular in China too," Twinkle clapped. "Each house had its own style — one even ended with such a cool move!"

One of the most memorable moments was the Olympic Games held in the rain. Everyone practised javelin, shot put, and other events with determination. Eason jumped into the sandpit and landed with a burst of sand. "I got second place!" he shouted.

The outdoor survival class was even livelier. Cheers rose from below as students climbed low rock faces, gripping ropes tightly and moving upward step by step.

They learned to make fire on wooden stumps — the sparks shone brightly in the dusk. Later, gathered around the campfire, the aroma of burning wood filled the air. The group sang a birthday song for John, and when he blew out the candles, the glowing embers drifted into the night sky, illuminating every smiling face.

Boarding life offered another kind of growth. To adapt to his roommate's routine, Jerry took the initiative to ask about his roommate's dietary preferences and adjusted his own schedule accordingly. He shifted from "passively receiving help" to "actively solving problems." When language barriers arose, they communicated through gestures and simple words — planning trips, expressing needs — each small act sharpening their independence.

On weekends, students visited their buddies' homes. Twinkle and her friend cycled through a nearby park and made homemade sandwiches afterwards. Eason and Samuel spent the day walking the dog, playing football, cooking dinner with Charlie, and even hiking around ancient British ruins — a true taste of local family life.

The railings of Buckingham Palace gleamed with gold; students stood on tiptoe to watch the changing of the guards. From the walls of Edinburgh Castle, the wind carried whispers of history through the battlements as they gazed down at the winding streets below. Beneath Big Ben, they laughed and took photos before continuing their walk through London.

The British Museum was abuzz with excitement. Students carried their inquiry sheets as they moved through the galleries — searching for royal swords, using math to calculate the number of steps in a castle, and tracing the origins of royal crowns. They observed, took notes, and learned through exploration, gaining a deeper understanding of British history and culture.

At the end of the tour, the students eagerly shared their reflections. "Before going, I thought my English wasn't good enough," Twinkle said. "At first, it was hard to understand, but everyone was so kind — they used simple words to explain things to me. After a few days, my speaking improved a lot." Eason smiled and added, "On the first day, I was too nervous to speak. By the second day, I got used to it and started talking more. Now I feel much more confident!"

Though the journey has ended, it has opened a wider horizon. The experience has become a source of confidence and perspective, one that will continue to guide them as they view the world — a window to the world that will illuminate their lifelong path ahead.