by Japanese troops and by Chinese bandits, escaping from both. Once he spent seventeen days in a semi coma, suffering from tick-typhus, blackwater fever, and pneumonia, with the effects of chronic malaria being the worst of it. However much he suffered in the Malayan jungle, Chapman attributed his survival to the basic rule that "the jungle is neutral", that one should view the surroundings as neither good or bad. The role of a survivalist is to expect nothing and accept the dangers and bounties of the jungle as of a natural course. Hence, one's steady state of mind was of the utmost importance to ensure that the physical health of body and the will to live were reinforced on a daily basis. In the foreword to Chapman's book on his experiences in Japanese occupied Malaya, The Jungle Is Neutral, Field Marshal Earl Wavell wrote "Colonel Chapman has never received the publicity and fame that were his predecessor's lot [referring to T.E.Lawrence]; but for sheer courage and endurance, physical and mental, the two men stand together as examples of what toughness the body will find, if the spirit within it is tough; and as very worthy representatives of our national capacity for individual enterprise, which it is hoped that even the modern craze for regulating our lives in every detail will never stifle." On 21 February 1946 Chapman was appointed to the Distinguished Service Order, backdated to 31 March 1944. A Bar followed on 7 November 1946. He retained a reserve commission until 4 December 1957, when he reached the age limit for service. He was belatedly awarded the Efficiency Decoration on 19 January 1970. Post-war After the war, Chapman was asked to form a school in Germany for the sons and daughters of British Forces and Control Commission Civilians resident in the British Zone of occupied Germany. This school, the King Alfred School, Plön, for children 11 to 18 years of age, used the German naval establishment at Plön in Schleswig-Holstein where Admiral Dönitz had resided during the last days of World War II. Chapman, as headmaster, set up the school, organised the teachers, arranged for the alterations to accept both boys and girls, and then in one day in 1948 accepted 400 young boys and girls into what was possibly the first successful comprehensive, co-educational boarding school in the world. His dynamism and understanding of the requirements of young