Commentary on the Report [1]
(April 8, 1958)
Forwarded for discussion. Study methods for wider implementation [21].
Mao Zedong
April 8, 1958
[1]
Refers to the report submitted by the Jiangsu Provincial Committee of the CPC to the Central Committee and the Shanghai Bureau on March 29, 1958, concerning agricultural secondary schools. The report states that agricultural secondary schools in Jiangsu Province originated in Shiqiao Township of Neijiang County and Shuanglou Township of Hai’an County. In Shiqiao Township, two such schools were established within seven days, while in Shuanglou Township, one school was set up in four days. Currently, all counties across the province are organizing the establishment of these schools; as of the 24th of this month, a total of 851 schools had been founded. The principles to be followed in running agricultural secondary schools include mass participation, combining study with farming, thrift and frugality, serving production, and requiring students to bear their own expenses. Based on the schools already established or under construction, several key features can be observed: the purpose of establishing these schools is quite clear—to train socialist-conscious, culturally educated workers. The approach involves operating under the leadership of the Party, relying on and trusting the masses; many major issues are resolved through mass deliberation. The standard length of study is tentatively set at three years, though some plan for two years. The curriculum generally comprises four subjects: Chinese language, mathematics, agricultural knowledge (or courses in related technical skills), and political education. Textbooks are currently being compiled independently by individual counties and cities, with the province and prefectural areas also involved in textbook development. Teachers are recruited locally: first, from among high school graduates who have not continued their studies; second, from cadres who have been transferred to rural areas to take up part-time teaching posts; and third, by tapping the potential of primary and secondary school teachers to assume additional teaching responsibilities. Instruction schedules vary—some operate on a half-day basis, others on an alternate-day basis, and a few even use morning and evening shifts. The specific format is flexible, with the guiding principle being to facilitate both production and teaching. All students commute to school, engaging in a “half-farming, half-studying” model, working during the day and attending classes in the evening. Tuition fees differ from place to place, generally ranging from four to five yuan per semester. School buildings typically utilize existing ancestral halls, temples, or public premises; some rent private homes, while others erect simple straw huts. In every case, efforts are made to keep costs low and adhere to the principles of mass participation, local community leadership, and thrifty, self-reliant operation.
[2]
On April 8, 1958, the Central Committee of the CPC forwarded the Jiangsu Provincial Committee’s report on privately run agricultural secondary schools to the Shanghai Bureau, as well as to the provincial and municipal committees and autonomous region party committees. The Central Committee’s commentary stated:
(1) The widespread development of privately run agricultural secondary schools plays a crucial role in meeting the strong demand among the broad masses of peasants for scientific and cultural education, as well as the need of primary school graduates for further schooling. This constitutes an important step in achieving the technological transformation of agriculture and is also an essential aspect of the Cultural Revolution. All provinces, municipalities, and autonomous regions that are in a position to do so should follow Jiangsu’s example and vigorously promote the establishment of privately run agricultural secondary schools and other vocational secondary schools. (2) As agricultural secondary schools are being established on a large scale throughout the country, there will inevitably be a shortage of qualified teachers. To address this, it is necessary both to fully tap the potential of existing teaching staff and to recruit unadmitted high school graduates, cadres who have been sent down to the countryside, and personnel from agricultural technology extension stations to serve as instructors. At the same time, work at normal universities, normal colleges, normal specialist schools, and agricultural colleges must be strengthened and improved, employing various effective measures to rapidly train teachers for agricultural secondary schools and to assist in the professional development of current teachers. Simultaneously, party committees at all levels should mobilize relevant forces to compile local textbooks for agricultural secondary schools, adhering to the principles of adapting to local conditions and ensuring that learning is practically applicable. (3) Agricultural secondary schools are a type of vocational school and thus have different functions from ordinary secondary schools. While promoting the development of privately run vocational secondary schools in both urban and rural areas, it is equally important to strengthen leadership over ordinary secondary schools, improve their teaching practices, and actively enhance educational quality, so as to ensure a higher-quality pool of students for institutions of higher learning. Students in ordinary secondary schools may engage in labor during vacations and rest periods as part of a work-study program, but they should not adopt a “half-work, half-study” arrangement, nor should schools attempt to achieve self-sufficiency or partial self-sufficiency to the detriment of students’ studies.