“人民教育”过去几年中,組織了有关編写小学語文課本、过渡时期的教育性質、全面發展教育以及中学語文教学改革等問題的討論,都是当前我国教育工作中存在着的重要問題。不少人也从中得到过啟發和帮助。但是,总的来看,讨论情况不能令人滿意:有些文章人云亦云,枯燥無味;整个争論时断时续,始終沒有充分展开,从去年十月起不知为什么竟全部中断了。編者在按語中一再許下繼續發表文章的諾言,并說全面發展教育和过渡时期教育性質两个問題不久將發表结论,这些话直到今年七月还未見兌现。当时学术研究上笼罩着的那种沉悶的空气,是叫人难受的。自从党及时提出了百家爭鳴的方針,給整个学术界重新帶来了新气象,在这个方針的啟發和鼓舞之下,使我重新想起了“人民教育”过去在問題讨論方 People’s Education In the past few years, discussions on the compilation of textbooks in primary schools, the nature of education in an interim period, education for all-round development and the reform of Chinese teaching in secondary schools are all important issues in current education in our country. Many people have also received inspiration and help. However, on the whole, the discussion was unsatisfactory: some articles were well-endorsed and boring. The whole debate was intermittent and not fully carried out. I do not know why it was totally interrupted since October last year. The editors repeatedly promised to continue publishing their articles, saying that the two issues of the comprehensive development of education and the nature of education in transition will soon reach a conclusion. These words have not yet been fulfilled in July this year. The dull air that was shrouded in academic studies at that time was uncomfortable. Since the party’s timely proposal of a hundred-pronged approach has brought a new atmosphere to the academic community as a whole, inspired and encouraged by this principle, it reminds me of the “people’s education”