1. The history of Chinese education has a popular character.
Confucius’s [2] teaching without class distinction, Mencius’s [3] valuing the people over the ruler, Xunzi’s [4] belief that man can conquer nature, Qu Yuan’s [5] criticism of the ruler’s evils, Sima Qian’s [6] praise of resistance, the ancient materialism of Wang Chong, Fan Zhen, Liu Zongyuan, Zhang Zai, and Wang Fuzhi [7], the democratic literature of Guan Hanqing, Shi Nai’an, Wu Cheng’en, and Cao Xueqin [8], and Sun Yat-sen’s democratic revolution—these figures differ in circumstances, and many did not write specialized works on education. Yet the above examples could not but influence the education of the people. When discussing the history of Chinese education, they should be mentioned.
However, from the main aspect of educational history, education over thousands of years has indeed been a tool in the hands of the exploiting classes, whereas socialist education is a tool in the hands of the working class.

2. During childhood, physical development is necessary, and such development must be sound.
During childhood, it is necessary to cultivate communist sentiments, style, and the spirit of collective heroism—this is moral education in our era.
These two are linked together with intellectual education.
Both are connected with engagement in labor, so the principle of combining education with labor is immutable.
To summarize the above, the all-round development we advocate aims to enable students to acquire relatively complete and relatively broad knowledge, develop sound bodies, and foster communist morality.

Printed from Mao Zedong’s manuscript.

Notes
[1] These are two passages added by Mao Zedong when reviewing the article “Education Must Be Combined with Productive Labor” by Lu Dingyi, head of the Propaganda Department of the CPC Central Committee and leader of the Central Culture and Education Group. Lu Dingyi’s article was later published in *Red Flag* magazine, Issue 7, on September 1, 1958.
[2] For Confucius, see note [12] on p. 84 of this volume.
[3] Mencius (c. 372–289 BCE), given name Ke, courtesy name Ziyu, from Zou (present-day Zoucheng, Shandong Province), thinker of the Warring States period.
[4] Xunzi (c. 325–238 BCE), given name Kuang, courtesy name Qing, philosopher and educator of the late Warring States period.
[5] Qu Yuan (c. 339–c. 278 BCE), given name Ping, courtesy name Yuan, poet and statesman of the Warring States period.
[6] Sima Qian (145 or 135 BCE–?), courtesy name Zichang, from Xiayang in Zuo Fengyi (southwest of present-day Hancheng, Shaanxi Province), historian and writer of the Western Han dynasty.
[7] Wang Chong (27–c. 97), courtesy name Zhongren, from Shangyu in Kuaiji (present-day Shangyu, Zhejiang Province), philosopher of the Eastern Han dynasty. Fan Zhen (c. 450–c. 515), courtesy name Zizhen, from Wuyin in Nanyang (northwest of present-day Biyang, Henan Province), atheist thinker of the Southern Qi and Liang dynasties. Liu Zongyuan (773–819), courtesy name Zihou, from Jie County in Hedong (present-day Yongji, Shanxi Province), writer and philosopher of the Tang dynasty. Zhang Zai (1020–1077), courtesy name Zihou, originally from Daliang (present-day Kaifeng, Henan Province), born in Chang’an (present-day Xi’an, Shaanxi Province), philosopher of the Northern Song dynasty. Wang Fuzhi (1619–1692), courtesy name Ernong, from Hengyang, Hunan Province, philosopher of the late Ming and early Qing dynasties.
[8] Guan Hanqing (c. 1220–c. 1300), from Dadu (present-day Beijing), playwright of the Yuan dynasty. Shi Nai’an, novelist of the late Yuan and early Ming dynasties. Wu Cheng’en (c. 1500–c. 1582), courtesy name Ruzhong, from Shanyang in Huai’an (present-day Huai’an, Jiangsu Province), novelist of the Ming dynasty. Cao Xueqin (1715–1763), given name Zhan, courtesy name Mengruan, of the Plain White Banner of the Manchu Eight Banners, novelist of the Qing dynasty.