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編輯同志: 我看到「人民敎育」一九五二年五月號中「工農子弟入學間題」以後,想起在我們學校中也在在著同樣錯誤。我校在表面上(如招生廣告上)也說學校要向工農開門,其實並不是這樣。就拿申清人民助學金來說,我們初級技術學校人民助學金是百分之二十五到五十,學校行政上在作評定的動員大會時,雖悅要掌握具體情況及數額,應該申請者申請,不應該申請者不要申請,儘量克服個人困難,不浪費祖國一滴財富……,但卻沒有特別說明今天的學校要貫徹向工農開門的方針,對工農子弟申請人民助學金或減免學校給予照顧。因此,等到小組、班級評定等次時,某些同學,甚至老師也說:「解放後農民翻身有了自己的土地和房屋,生活好過了,經濟情況也好了,應該儘量爭取不申清人民助學金或減免學費……。」他們認為農民子弟家有不動產(土地、房屋等),比起市鎮上的「貧民」(指工商界子弟)情况一定是好的,因此申請同學(農民子弟)再三申明理由也沒批准,結果引起這些同學悲觀失望,學習情緒低落,以到於膳費等費用發生困難直接妨礙了學習。可是,某些老師和同學反而認為這是「思想問題」「自己不肯想辦法,單想依賴政府」。另一方面,某些老師認為地主的田地被沒收了,無
Editing Comrades: After I read the “Question of Admission to the Children of Workers and Peasants” in the May 1950 issue of the “People’s Livelihood Education”, I recall that the same mistake is happening in our schools. My school on the surface (such as ad ad) also said that schools should open their doors to workers and peasants, but this is not the case. Take Shenchen People’s Financial Aid, for example, our People’s Financial Aid for Junior Technology School is 25% -50%. While the school administration is assessing the mobilization meeting, though it is necessary to grasp the specific situation and amount, applicants should apply , We should not make no attempt to apply. We should try our best to overcome personal difficulties and not waste a fortune in the motherland ... However, there is no specific statement that today’s schools should implement the principle of opening doors to workers and peasants and should take care of workers and peasants applying for grants or relief schools. As a result, some students and even teachers said when waiting for the group and class assessment, “After the liberation, the peasants turned over their land and their houses and lived a better life. The economy should be better. We should try our best to not declare the people Grants or tuition reduction .... ”They think that having a real estate (land, housing, etc.) at home is necessarily better than the“ poor people ”in the town (referring to children in the business community) Repeatedly affirmed the reasons did not approve, the result caused these students pessimistic disappointment, learning depression, so that the cost of catering and other expenses directly hinder learning. However, some teachers and students instead think it is “a question of thinking.” “They refuse to find a solution and want to rely solely on the government.” On the other hand, some teachers think the landlord’s land was confiscated, none