Chapter 77 Dilemma
Principal Sheng was taken aback, clearly not expecting any criticism. But she quickly regained her smile: "Teacher Shu is right. However, we're using nationally recognized high-quality materials, so we can't just change them arbitrarily."
“You can supplement the teaching with some local content,” Shu Ran suggested. “For example, when teaching the character ‘sheep,’ you can talk about the sheep in the Xinjiang Production and Construction Corps’ ranches; when teaching the character ‘farm,’ you can show the children a tractor plowing the fields. This way, the children can understand more easily and are more interested in learning.”
Zhang Ming from the Education Section nodded in agreement: "Comrade Shu Ran's suggestion is excellent. The literacy textbooks we are currently compiling emphasize practicality, and the directly affiliated schools can also learn from this approach."
Principal Sheng said thoughtfully, "Indeed, sometimes children lose interest in learning because they feel that the texts are too far removed from their own experiences."
While having lunch at the school cafeteria, Shu Ran noticed something: the students lined up neatly by class to get their food, and they were quiet while eating, but almost no one was talking or exchanging words, creating a somewhat oppressive atmosphere.
She recalled the children of the livestock company; despite the harsh conditions, they always chattered incessantly during meals, sharing their experiences and joys. That lively vitality seemed to be stifled here.
In the afternoon, the writing team held a discussion with teachers from the affiliated schools. Shu Ran shared the teaching experience of the Animal Husbandry Company, especially methods for conducting teaching with limited resources.
"We used lime blocks as chalk, practiced writing on sand, and bound exercise books with waste paper..." Shu Ran recounted these innovations under difficult conditions and noticed that the teachers who graduated from normal schools were listening very attentively.
"Teacher Shu, how do you teach arithmetic without any teaching aids?" a young teacher asked curiously.
Shu Ran laughed: "We have natural teaching aids! We use pebbles to learn to count, red willow branches to compare lengths, and footsteps to measure distances. The children find it more interesting to learn this way."
After the discussion, several teachers surrounded Shu Ran, continuing to ask her various questions. They seemed very interested in these grassroots methods.
On the way back, Zhang Ming said to Shu Ran, "The suggestions you made today were very pertinent. Principal Sheng later told me privately that they really gave her a lot of inspiration. Education cannot be divorced from reality, and that is very important."
Looking out the car window at the poplar forest rushing by, Shu Ran was filled with mixed emotions. The schools directly under the division headquarters had better conditions, but they lacked the vibrant energy of the animal husbandry company; while the animal husbandry company, though energetic, lacked the necessary resources and discipline. Perhaps the ideal education should be a combination of both.
When Shu Ran returned to the guesthouse that evening, she found another book in her room—"A Pictorial Guide to Common Plants in Xinjiang," with a poplar leaf bookmark tucked inside. She knew without guessing who had sent it.
She opened the book and saw that the page about mint had a folded corner, which detailed its medicinal value and cultivation methods.
She opened the window, and the evening breeze carried the scent of crops from the distant fields. The nights at the division headquarters were much quieter than those at the livestock company; there was no howling wind, no barking dogs, only the occasional sound of patrolling footsteps.
Shu Ran took out some stationery and began writing to her comrades in the livestock company. She told Sister Wang and Li Xiulan about the situation at the division headquarters, inquired about the school's recent progress, and specifically told them to take care of their health and not to overwork themselves.
After finishing writing, she took the snow lotus ointment and felt the fatigue of the day gradually dissipate.
Outside the window, a bright moon hangs in the sky, its gentle light shining on the mint on the windowsill.
She thought she had to learn everything she needed to and bring it back to the livestock company.
A week passed quickly, and Shu Ran had adapted to the rhythm of life at the division headquarters. Every morning, she discussed the framework and content of the teaching materials with her colleagues in the writing group; in the afternoon, she went to various units to conduct research and collect first-hand information.
Her research notes were filled with details: the workers in the machine repair company needed to recognize the names of mechanical parts and instruction manuals; the ranchers needed to recognize the symptoms of livestock diseases and the names of medicines; the farm workers needed to recognize the labels on seeds and fertilizers...
These experiences from field research have given Shu Ran increasing weight in her speeches within the writing team.
“We can’t teach the workers of the Production and Construction Corps the same way we teach city kids.” At a discussion meeting, Shu Ran boldly put forward her opinion: “For example, in the example sentence, Xiaoming takes the tram to school. Where are there trams here? It would be more appropriate to change it to Dazhuang driving a horse-drawn cart to work.”
One of the teachers in the writing team, who had been transferred from a teachers' college, disagreed: "Textbooks should be standardized and uniform, and not too outdated."
Shu Ran responded calmly: "Teacher Li, education should first and foremost be something that students can understand and apply. I tried it in the family factory. When I taught them words like 'cloth ration coupon' and 'size,' the women learned them in no time. But when I taught them 'tram' and 'movie theater,' they had never seen them before and couldn't use them, so they forgot them in the blink of an eye."
Director Sun nodded thoughtfully: "Comrade Shu Ran is right. Our teaching materials should be based on the actual situation of the Xinjiang Production and Construction Corps."
After the meeting, Director Sun specifically asked Shu Ran to stay behind: "Comrade Shu Ran, your grassroots experience is invaluable. How about this, starting next week, you will be in charge of leading a group to specifically compile practical literacy modules."
This appointment surprised Shu Ran somewhat. There were many people in the writing team who were more senior and more educated than her, and she was afraid that some people would object to having a young educated woman from the grassroots lead the team.
Sure enough, the news sparked a flurry of discussion within the group. Some openly questioned, "Comrade Shu Ran certainly has grassroots experience, but textbook writing requires guidance from professional educational theory."
Shu Ran didn't argue or debate; instead, she let her actions speak for themselves. She led her team to the production teams and factories, allowing everyone to experience firsthand the realities of life at the grassroots level.
She also came up with a unique idea by organizing a "teaching experience day," inviting members of the writing team to teach different groups of students.
As a result, those teachers with solid theoretical foundations were at a loss when faced with truly illiterate students; while Shu Ran was able to use the simplest methods to help students quickly master practical vocabulary.
Once, when Shu Ran led her team to a ranch for research, they happened to see a veterinarian vaccinating the sheep. She immediately seized the opportunity and asked the veterinarian to help everyone learn to read the words on the medicine bottles and the instructions for use.
“This is 'penicillin,' this is the 'dosage,' this is the 'injection'…” the veterinarian explained as he performed the procedure.
The herdsmen gathered around, watching intently. An old herdsman sighed, "If only I had learned these characters earlier, my dozen or so sheep wouldn't have died last year."
On the way back, Teacher Li, who had previously been the most critical of Shu Ran, took the initiative to say, "Comrade Shu Ran, I have benefited greatly today. Indeed, education cannot be divorced from reality."
Shu Ran smiled and said, "Teacher Li, you have a solid theoretical foundation. If we combine our knowledge, we will definitely be able to compile a good teaching material."
In this way, the practical literacy module that Shu Ran was in charge of progressed smoothly, and she summarized many teaching methods for different groups.
One day, Shu Ran was carrying a stack of newly compiled research materials through the courtyard of the Department of Education, preparing to deliver them to Director Sun's office, when she almost bumped into two people at the corner.
It was Zhang Ming and another staff member from the Education Section, Lao Zhao. The two were standing under a poplar tree, talking in hushed tones, seemingly unaware of her approach.
"...Is that really what Director Sun meant?" Old Zhao's voice was tinged with surprise.
Zhang Ming lowered his voice even further, but Shu Ran still caught a few key words: "...said it himself...a rare talent...do everything possible to keep him..."
Shu Ran subconsciously stopped in her tracks, holding her breath and concentrating.
"But she's from the livestock company, can Company Commander Ma let her go?" Old Zhao asked.
"That's why we have to find ways to help," Zhang Ming said meaningfully. "Director Sun said that the Education Section is in dire need of someone with grassroots experience and a sharp mind like her. Look at all the ideas she's come up with in the past two weeks—aren't they all practical?"
Old Zhao clicked his tongue: "That's true. I've read the first draft of that practical literacy handbook, and it's indeed much better than the one we compiled before. But I think that girl has high aspirations, and she may not be willing to stay."
"So we need to find a way. Better treatment, better conditions, and let her lead a project... Young people always have the desire to improve." Zhang Ming paused. "Besides, the division headquarters is definitely better than the livestock company, right? Any normal person knows which to choose."
Footsteps sounded, as if the two were about to leave. Shu Ran quickly took a few steps back, pretending to have just walked over from the other side.
"Officer Zhang, Officer Zhao," she greeted casually, holding the stack of documents in her arms steadily.
"Hey, Comrade Shu Ran." Zhang Ming immediately put on a professional smile. "Where are you headed?"
"To deliver the materials to Director Sun," Shu Ran replied, her gaze casually sweeping over the expressions of the two men.
Old Zhao coughed lightly: "Go quickly, Director Sun just asked about you."
Shu Ran nodded and walked past the two of them. She could feel their gazes behind her, but she never turned around.
She walked to the door of Director Sun's office and knocked. Her mind was still replaying the conversation she'd overheard earlier—it seemed the higher-ups were already planning to keep her.
"Please come in," came Director Sun's steady voice from inside.
Shu Ran pushed open the door and entered. Director Sun's office was small and simply furnished, with an old desk, two chairs, a filing cabinet, and a map of the Production and Construction Corps and a portrait of Chairman Mao hanging on the wall. Director Sun was bent over reviewing documents. When he saw her come in, he took off his reading glasses and revealed a kind smile.
"Comrade Shu Ran, you've come at the perfect time. Please have a seat." Director Sun gestured to the chair opposite him.
Shu Ran placed the materials on the table and sat down as instructed.
"Director Sun, here is the summary of the research materials you requested, as well as a draft of the practical literacy module." She gently pushed the materials over.
Director Sun took the materials but didn't look at them immediately. Instead, he looked at Shu Ran for a while before speaking: "Comrade Shu Ran, you've performed exceptionally well these past two weeks. The textbook writing team has given very positive feedback, saying that your suggestions are all very practical, especially your idea of segmenting literacy groups, which is very innovative."
Shu Ran knew the main topic was about to be discussed, so she smiled modestly and said, "Director Sun, you flatter me. I was just reflecting the actual needs of the grassroots."
“No, it’s not just about reflecting needs.” Director Sun waved his hand and opened the first draft of the practical literacy module. “Look here, the teaching methods for herdsmen and the teaching content for female workers in family factories are very targeted. This is not just a simple reflection of needs; it’s thoughtful and innovative.”
He closed the document and leaned forward slightly: "Comrade Shu Ran, the Education Section of the Division Headquarters needs talents like you who have both grassroots experience and innovative thinking. Have you considered staying and working at the Division Headquarters?"
Despite being mentally prepared, Shu Ran was still thrilled to hear Director Sun say it in person. It would be a lie to say she wasn't excited—the conditions at the division headquarters were far superior to those at the livestock company; there was electricity, relatively ample supplies, and more opportunities for learning and exchange. More importantly, it meant professional recognition and advancement.
But she immediately thought of the livestock company: the children yearning for knowledge, the newly established women's literacy class, the dilapidated yet vibrant tool shed classroom... and Sister Wang, Li Xiulan, Xu Junjun...
“Director Sun, I am very grateful for your recognition.” Shu Ran carefully chose her words, “But the work of the livestock company has only just begun, and the children still need me…”
Director Sun seemed to have anticipated her reaction and smiled slightly: "I understand your feelings for the livestock company. But you need to think about things from a broader perspective. At the division headquarters, your experience and abilities can benefit the entire division, not just the livestock company. Look," he picked up the materials, "if this set of teaching materials were promoted, how many corps workers could it help with literacy? That's much more impactful than your influence in the livestock company alone."
Shu Ran had to admit that Director Sun was right. The division headquarters offered a larger platform and allowed for greater influence. And frankly, who wouldn't want better living conditions?
Seeing her hesitation, Director Sun added fuel to the fire: "The Education Section is preparing a district-wide literacy promotion project and needs someone with grassroots experience to lead it. If you are willing to stay, you can be in charge of this project. Your professional title and salary will also be improved accordingly."
Shu Ran's heart pounded even faster. Being in charge of the entire division's project—what a rare opportunity! But at the same time, the faces of Adil, Ayman, and other children flashed before her eyes, and she remembered the joyful expressions on their faces when they first learned to write their own names.
"Director Sun, I..." Shu Ran took a deep breath, "I am very grateful for your appreciation, and I know that the platform at the division headquarters is much larger. But the literacy classes for children and women in the animal husbandry company are just starting out, and if I leave suddenly, there might be a gap in the work. Could you let me go back first to hand over the work there properly and train a successor?"
Director Sun pondered for a moment, then nodded: "Your consideration is very responsible. How about this, you continue to finish writing the textbook, and at the same time find a suitable replacement for you. After the textbook is completed, you can return to the livestock company to hand over the work, and then be transferred to the division headquarters. What do you think?"
This arrangement was perfectly reasonable, and Shu Ran couldn't find a reason to refuse. She felt a mix of secret joy, as it represented recognition from her superiors and an opportunity for career advancement, and a pang of guilt, as if she had abandoned the children of the livestock company.
“Okay, Director Sun. I will seriously consider your suggestion and find a replacement as soon as possible,” Shu Ran finally said.
Director Sun smiled with satisfaction: "Okay, it's settled then. Go back to work. If you need anything, just tell Zhang Ming."
Stepping out of Director Sun's office, Shu Ran's feelings were a jumbled mess. Sunlight streamed into the neat courtyard of the division headquarters, and several staff members hurried past, nodding in greeting. Everything here seemed so orderly and peaceful, a stark contrast to the dust storms and rudimentary conditions of the livestock company.
She does want a better working environment and a larger platform for development, which is only natural. But the thought of leaving the children she has taught makes her heart ache.
"Teacher Shu, what does Director Sun want with you?" Zhang Ming appeared out of nowhere and asked with a beaming smile.
Shu Ran snapped out of her reverie and forced a smile: "I was just asking about the progress of the textbook compilation."
Zhang Ming gave her a meaningful look: "Oh, really? Director Sun appreciates you a lot. Keep up the good work."
Shu Ran nodded, her feelings a mix of emotions as she walked toward the editorial team's office.
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