Naxi students' national identity construction and schooling: a case study of Lijiang No.1 Senior Secondary School.

Haibo, Yu

The education system in China is an instrument that is used for nation-building. Students are taught to be loyal to the state and to identify with the Chinese nation rather than only with their ethnic groups. The school assists the state in legitimising the ideology of the dominant group as being in the interest of the entire population by educating the students about the nation's history and constructing a Chinese identity. In particular, for minority groups, the school attempts to integrate them into the mainstream culture and the nation.

According to Fei, the long process of economic and cultural exchange has bonded the people of China closely together, and an interdependent relationship of development has been established among all groups. (1) The government has stated that all ethnic groups share a common destiny and have created a strong force of affinity and cohesion. (2) The Chinese identity is multiple-layered and is reinforced by the government not only in spectacular events such as the Olympic Games and space exploration, but also in the school curriculum and daily educational activities. At school, ethnic minority students learn to make sense of "who I am". Around the world, "Ethnic identity has been conceptualised as a complex construct including a commitment and sense of belonging to one's ethnic group, positive evaluation of the group, interest in and knowledge about the group, and involvement in activities and traditions of the group." (3)

This article first examines how a senior secondary school, Lijiang No.1 Senior Secondary School in Yunnan Province, is building a national identity for Naxi students through the school's physical environment, administration and curriculum, as well as through teachers' influence. It then discusses the response of Naxi students to the school curriculum.

The Naxi are an ethnic minority in China with a total population of 308,839. Approximately 201,000 live in Lijiang, Yunnan Province. Lijiang No.1 Senior Secondary School (LSS) is located in Lijiang and has a history of one hundred years. It offers a three-year senior secondary programme (4) on a 225-acre campus. (5) The school has a diverse student body: in 2004 there were 1,527 students from 19 ethnic groups, including the Naxi, Hui, Zhuang, Tai, Yi, Bai, Pumi, Tibetan and Han, with the latter accounting for about half of the school's population. The largest ethnic minority in the school is the Naxi, accounting for 40 per cent of the students. (6) In 2005 there were 155 teachers and workers in the school consisting of 65 Han (41 per cent); 68 Naxi (44 per cent), 17 Bai (11 per cent), 4 Yi (3 per cent) and 1 Lisu (1 per cent). (7)

To carry out this research, I stayed at the school for three months from 1 May to 1 August 2005 where I interviewed 30 Naxi students and 15 teachers and watched the students' life in their classrooms, canteens and playgrounds. I observed the language that the students spoke on campus, their customs, the food they ate and the way they dressed. I also taught a course on Naxi culture to Grade One and Two students, attended seminars for teachers and students and formally and informally conversed with teachers, students and parents. The school atmosphere, students' social networks and school activities were also noted.

Chinese Policies on National Identity

In the 1980s, China implemented a series of economic reform policies and opened up to the outside world. As a result of the transformation to a market economy and the influences of western culture, some Chinese lost their faith in Marxism and socialism, and developed a new tendency to "worship things foreign". Many Chinese turned to Western liberal ideas and called for Western-style democratic reform. At the same time, some ethnic minority groups were able to re-adopt their traditional cultures and recover their identities that were lost during the havoc of the Cultural Revolution. This led the government to realise the importance of reviving Chinese traditional cultures and cultivating patriotism, thereby reinforcing a sense of national confidence and pride. The government thus aimed to foster in students and citizens a love for the motherland and to nurture adherence to social ethics, civilised behaviour and adherence to laws. It focussed on developing the "correct outlook on the world", "creating a body of citizens willing to uphold China's glories and honours" and "resisting foreign invasions". The concept of the Chinese nation transmitted through schools aimed to reinforce national unity and territorial integrity. Since a large portion of the ethnic minority population is located in border areas, education concerning the unity of the Chinese nation was viewed as necessary to overcome hostilities and misunderstanding among 56 ethnic groups and to bond them together. At the same time, it was thought that a unified Chinese nation would ensure economic modernisation and help China make the transition from a planned to a socialist market economy.

Thus, schools were expected to persuade students to love socialism and the motherland, appreciate Chinese cultural traditions and "revive the past grandeur of the Chinese nation". Students were called upon to use their analytic thinking skills, in particular to critically analyse Western culture. In order to help the young generation understand the importance of guarding the interests of the nation as a whole, the Chinese authorities launched a series of campaigns in the 1980s concerning patriotic education, political-ideology education and moral education. A series of documents, e.g., A Few Opinions on Further Strengthening Primary and Secondary School Moral Education, State Education Commission Office Opinion on Further Developing Patriotic Education Activities in Primary and Secondary Schools and Outline of the Implementation of Patriotic Education were issued.

To deal specifically with making changes in curricula, course materials and teaching in secondary schools, a series of documents was issued by the Ministry of Education and the Chinese Communist Party (CPC) Central Committee. For example, Implementation Outlines to Carry Forward and Cultivate the National Spirit in Primary and Secondary Schools, was enacted in 2004 by the CPC Central Committee Propaganda Department and the Ministry of Education and called for teaching the spirit of the Chinese nation in schools. According to this document, the Chinese national spirit includes patriotism, the fine Chinese traditions and creative spirit of the Chinese nation, which have created both material and spiritual treasures. Furthermore, national symbols such as the national flag and national anthem are promoted so that students can associate them with the country.

In 1990, the State Education Commission enacted The State Education Commission Notice on Implementing the Policy of Strictly Instituting a System for Flag Raising in Primary and Secondary Schools According to the "People's Republic of China National Flag Law". It provides explicit directions for flag-raising ceremonies and the showing of respect for national symbols. Primary and secondary schools are required to hold a flag-raising ceremony on a weekly basis and occasionally for important events.

Schools are called upon to create an atmosphere that cultivates a sense of patriotism and national identity. Classrooms, libraries and laboratories are decorated with the portraits of famous scientists and historical patriots. Newspapers, bulletins and display windows also have patriotic themes.

School Environment

The physical setting of the school, lesson content and school routines convey messages, norms and values. (8) The Lijiang No.1 Senior Secondary School provides a favourable physical setting for study and the development of sound morals among students. Newspapers such as People's Daily, China Youth Daily, China Education Daily, Yunnan Daily, Yunnan Education Daily and Lijiang Daily are posted on bulletin boards along the corridors connecting the teaching buildings to the cafeterias. Students stop and read the newspapers after meals or in their spare time. The newspaper bulletins give students information about current affairs. The pictures of merit students are also displayed on another bulletin board.

Boards with the school motto and some slogans are also displayed on the campus. The school motto: "seek the truth, self-discipline" is displayed in front of the main building where students pass by every day. The school motto reminds students to seek the truth and continually strengthen themselves without a moment's indolence. In addition, the portraits of well-known political figures and scientists are displayed on the classroom walls and hallways.

A sculpture surrounded by pine trees stands on the central line of the campus. It is of three people: a teacher standing in the centre with two students holding books on either side of him. Hope is in their eyes. The sculpture signifies that under the guidance of teachers, students grow up healthy. The words "studying for rejuvenating the Chinese nation" are inscribed on the base of the sculpture. This was a motto of former premier, Zhou Enlai. The motto is quoted extensively in China to inspire youths to study in the interests of the Chinese nation. Every day, many students study, eat and chat at several stone tables and chairs in front of the sculpture.

School Administration

LSS has one principal, three vice-principals and a chairman of the branch of the CPC. The principal has the final approval on all matters pertaining to the school. Nine offices and departments run the school.

LSS carries out national, provincial and city policies. A brochure, Day-to-Day Behavioural Norms for Secondary Students, provides general guidelines for students across the whole country. This document was drafted by the Ministry of Education in 1994 and updated in 2004. The first item refers to safeguarding the honour of the motherland and sets out what is expected of students, i.e., they should respect the national flag, national emblem and sing the national anthem; be solemn at the flag-raising ceremony; and work diligently and prepare for contributing their skills to the modernisation of communism. They are required to attend school on time and respect the teachers. Students should also appreciate other ethnic groups' customs and religious beliefs, and treat other people with courtesy. In the updated draft, new amendments were added such as abstaining from surfing the internet and keeping away from drugs. It also mentions raising awareness about the need to preserve the natural environment and helping to promote mutual understanding with friends.

Based on these general norms, the LSS formulated a specific guide for students' behaviours, which covers love the country, obey the law and regulations, be polite, honest, kind, friendly, frugal, work hard and contribute to society. (9) The regulations also encourage students to connect their futures with the country's development. The school also has other specific rules for students' daily lives. They should get up early and do physical exercise; if they are unable to attend courses, they must ask for leave from teachers; they should spend ten minutes every day cleaning the campus and participate in a big clean-up every Friday; and they should go to bed on time in the evenings.

As a part of moral education, students' day-to-day behaviour is evaluated and scored on the basis of the regulations and norms. For example, if a student is late for the morning class, marks are deducted. If there is a fight among students, not only are marks deducted from the students involved, but from the entire class. Marks are even deducted from head-teachers who do not perform their duties. The marks for each class are then written on blackboards on the campus, and each semester the marks of individuals, classes and head-teachers will be compared. Those with the highest marks will receive the "merit student" and "merit head-teacher" awards. In short, the students' behaviour is normalised by the administration system of the school.

Formal Curriculum and Identity Construction

Within the nation-building process, the formal curriculum defines the knowledge, culture, beliefs and morality of a society. Information about the politics, culture and economy of the Chinese nation is infused into the curriculum, especially in the politics, history and Chinese language courses. Students learn about the values and traditions of the Chinese nation, its democratic legal systems, Chinese history and policies, as well as current events. At the same time, students are expected to adopt a scientific outlook on the world and life. The courses foster patriotism, social ethics, civilised behaviour and observation of laws.

A series of textbooks on history, Chinese, and ideology and politics for the senior secondary level were published by the People's Education Press between 2002 and 2003. The most prominent topics relating to the Chinese nation and ethnic minorities are: (1) China is a united multi-ethnic country. The first united, multi-ethnic, centralised state, the Qin Dynasty, was founded in 221 B.C. During the Han Dynasty, the centralised feudal state became consolidated and more developed. In the Ming and Qing dynasties, the united multi-ethnic country became even more consolidated. (10) (2) China's 56 ethnic groups strengthen our country. In the long process of communications and unifications, the Han majority and minorities have contributed to China's cultural, economic and political achievements. (3) Equality, unity and mutual assistance are the government's principles of ethnic relationships. The Constitution ensures that the 56 ethnic groups enjoy the same rights and have the same obligations in developing politics, economy and culture. (11) Unity among all ethnic groups is in the highest interest of the Chinese nation, and in order to achieve prosperity and equality for the ethnic minorities, the local and central governments have adopted preferential policies for them. (4) Citizens enjoy rights and at the same time must perform the duties prescribed by The Constitution and other regulations.

The role of teachers in the process of nation-building is significant. Teachers have frontline contact with students and influence the way in which Naxi students perceive their identity. The teachers of LSS are very aware of the need to cultivate a national identity for students. A Han physics teacher said: "No matter what subject we teach, we should teach the student to love the country and the Chinese national identity first." Teachers employed different teaching methods to teach patriotism and culture. For example, the history teacher highlighted China's recent great achievements and the tragic events that China went through during the Opium War. Through comparisons, students gained an understanding of the prosperity of the new China.

A few teachers were worried that today's students were indifferent to the interests of the country and cared only about themselves. They felt incapable of explaining the "gray side" of society to students. They believed that schools, as a part of society, could not escape the influence of the negative side of society. In addition, teachers doubted the effectiveness of indoctrination. One English teacher said: "China's education has some weakness. In Western countries, civic education teaches students great ideas from simple things. In China, it is indoctrination, which is best demonstrated in the course of ideology and politics."

Informal Curriculum

Morris distinguishes formal curriculum from informal curriculum in the following way: "That which is planned and goes on during the timetabled periods is sometimes referred to as the formal curriculum. (12) Planned school activities which are not part of the subject timetable such as extra-curricular activities, sports activities, outside speakers and school trips are sometimes referred to as the informal curriculum." The informal curriculum of a school exists outside the formal academic curriculum and its activities are usually classified as clubs, publications, dramatics, athletics and assemblies. This informal curriculum is in fact an integral component of the whole school curriculum. Compared to the formal curriculum, the informal curriculum has a high degree of flexibility. In the informal curriculum, students exchange a wide range of information and interests, and enjoy self-governance and a degree of autonomy. These activities are normally student-centred and help students involve themselves in the school and in peer interaction which extends to other parts of their school life. The informal curriculum is important in transmitting hidden attitudes and skills that are not planned. Students acquire attitudes and skills through their participation in learning activities such as school assemblies and extracurricular activities.

School Extracurricular Activities

In LSS, the informal curriculum can be classified into two categories: extracurricular and school routine, e.g., the flag-raising ritual. Each year, the school organises a series of extracurricular activities. The types of activity may vary, but the themes of love the country, their hometowns and communism run through most of the extracurricular activities and school routines. Table 1 provides a list of selected extracurricular activities that took place from February 2004 to January 2005 that relate to national identity construction for Naxi students.

Some activities are aimed specifically at building a Chinese national identity for students, such as the oral competition on National Day and the week of promoting a national Chinese spirit. Other activities that do not specifically relate to national identity building also help students appreciate the significance of the Chinese nation. All are concerned with reinforcing unity among the 56 ethnic groups, as well as patriotism, collectivism and love of socialism. A review of the major extracurricular activities organised by LSS in the past fifteen years from 1991 to 2005 clearly reveals these themes: (13)

1991: A series of activities on "The Party in My Heart", including a song competition, oral competition and writing competition aimed at reinforcing students' beliefs in upholding the leadership of the CPC and socialism.

1992: Students were taught Chinese history and current affairs as well as world history.

1993: The school celebrated the 100th anniversary of the birth of Mao Zedong. The activities included: reading a poem, telling a story, writing a paper, holding a class meeting, singing a song and watching a movie. In addition, in order to carry out the Outline of the Implementation of Patriotic Education, the school organised a series of extracurricular activities that focused on loving teachers, hometown, school and motherland.

1994: A song competition entitled Motherland I Love You was organised. The song for senior students, which praised the CPC, was Sky over Liberated Zones. The song for the junior students was Defending the Yellow River, which called for the Chinese people to defend the country in the Sino-Japanese War.

1995: The school held a dance competition, and a Naxi dance entitled Wocuolu won the first prize. The competition aimed to promote socialist civilisation.

1996: Students sang songs and poems from the suite The Long March, which describes a massive military retreat undertaken by the Red Armies of the CPC from 1934 to 1936. A series of activities entitled Learning from Heroes and Show the Actions was organised, in which the hero He Guihua was introduced to the school. A blackboard competition entitled The Model of He Guihua in My Heart was also arranged, and 45 students were awarded for their outstanding performances.

1997: The school organised a New Year's Party themed Having an Elegant Demeanor in Speaking.

1998: A poem reading competition was held on National Day.

1999: 649 students participated in the 1999 International Academic Conference of Lijiang Dongba Culture and Arts Festival.

2000: An oral competition entitled The Motherland in My Heart was organised, which focused on eulogising China's prosperity and its future and dreams.

2001: A song competition entitled Eulogising the Sun was organised to celebrate the 80th anniversary of the CPC. The song for the competition was Without the CPC, No New China. An oral competition on National Day was also held to praise the glorious history of the CPC.

2002: Students watched revolutionary movies, and an oral competition was arranged on National Day with the theme "glorious history".

2003: An oral competition Eulogising the Red Land was organised on National Day.

2004: The school organised an oral competition, Strive for Common Prosperity to celebrate the 50th anniversary of the founding of the PRC and commemorate the 100th anniversary of the birth of Deng Xiaoping. The topics focussed on love of the hometown and China, commemorating Deng Xiaoping, and contemplating the meaning of life. In addition, the Grade One and Grade Two students participated in an oral competition themed Loving Books, Reading Books and Using Books, which was held in all schools in Lijiang. One thousand students visited the exhibition entitled Believe in Science and against Evil Cults at the Ethnic Cultural Exchange Centre.

2005: A New Year Party aimed at inspiring students to eulogise the achievements of China since its opening-up policy, and outstanding figures in all kinds of careers.

The culture and ideology of the Chinese nation are also infused into other activities such as class meetings, visits to the countryside and manual work. Each day, the LSS students clean the campus for ten minutes, and sometimes, they plant trees, flowers and grass. The development of a sense of responsibility and concern for the school environment promotes students' concern for the larger environment of the nation. Occasionally, the school invites well-known figures in the community to talk about revolutionary traditions or students are invited to march along the revolutionary road of the Red Army or visit the designated provincial patriotic sites.

School Routine

School routines such as the flag-raising ceremony, daily news broadcasts from the National Public Radio of the PRC, each morning from 6:30 to 7 am, acquaint students with China's current affairs and thereby build an emotional attachment to the country. The national flag-raising ceremony is held every Monday morning at 7:30 am before the morning exercises. Staff and students convene on the sports field and a teacher presides over the whole ceremony. The principal or a teacher gives a speech about the country and the progress of the school and a student also makes a short speech. The school may also present awards to outstanding students and teachers during the ceremony. The ceremonies are solemn and repetitive, and all students are required to participate. By singing the national anthem and raising the flag, patriotism is nurtured.

The school collected the speeches of 22 students and 9 teachers given at the national flag-raising ceremonies during the 2005-6 academic years. They generally have the same format: international current affairs, current affairs in China and current affairs in the school. The teachers' speeches focus on topics such as "creating a good study atmosphere in the school" and "being a civilised student" while those of the students have themes such as appreciating the passage of time and studying hard, obeying the school regulations and learning to love life and love others while being positive, patriotic and civilised.

Naxi Students' Responses to the Curriculum

Naxi students come from different kinds of cultural backgrounds. How do they respond to the schooling? In the interviews, they were asked to describe their feelings about taking part in the flag-raising ceremony and their attitudes towards the formal curriculum. It appeared that regular participation in the flag-raising ceremony enhanced their identification with the national flag, national emblem and national anthem. Some of the Naxi students were stirred when the national flag was hoisted and the national anthem was played. One Naxi student said: I am moved at the flag-raising ceremony because the colour of the flag symbolises soldiers' blood. The national anthem inspires me to study hard. I cannot sacrifice myself like the revolutionary martyrs, but I think after graduation I can contribute something to society.

Another said: I am excited when the red flag is raised. The national anthem is like the thunder in the spring, which calls for the Chinese to fight for the survival of the nation. We see the hope and strength of the motherland.

And another: Since the first day of school, the teachers told us about the greatness of China. No matter what ethnic group we belong to, we are proud of being Chinese.

Overall, the field research revealed that all the Naxi students proudly identify with the Chinese nation. When the Chinese nation was mentioned, the Naxi students tended to relate it to China, patriotism and service to society. Their attachment to the Chinese nation was expressed in both domestic and international events. For example, when the Japanese government approved the controversial new version of its history textbook that downplayed the Nanjing Massacre, or when the prime minister of Japan visited the Yasukuni Shrine, some students put up anti-Japanese slogans on the school walls or wrote essays on blackboards. When the Chinese Embassy in Belgrade was bombed in 1999, the teachers and students of LSS immediately held a conference to discuss the actions of the North Atlantic Treaty Organisation. They demonstrated on the streets and published essays and papers in journals and newspapers. Though the Naxi students internalise the points concerning national identity in the school textbooks, they are not all passive receivers of knowledge. Some are critical about the knowledge taught in the school, showing that they reflect rationally about what has been taught about the Chinese nation and Naxi ethnic group, and seek answers to these issues. In forming their own viewpoints and attitudes, they investigate the causes and explanations of events and consider alternative viewpoints.

However, some students were not interested in participating in extracurricular activities: I do not like to take part in this kind of competition. The content of the speeches is restricted to the fifty years' achievements of the new China. Even if I have different opinions, I cannot speak my mind. Many of my ideas are different from those found in school textbooks. I have to think carefully before I speak in public or answer questions about these issues in examinations.

Some students had no particular feelings about the flag-raising ritual, saying once the ceremony was over any feelings they had about patriotism were forgotten. However, some students did ponder the relationship between the Chinese nation and Naxi. One Naxi student said that the government should leave more room for the ethnic minority groups. The local and central governments have considered the ethnic minority areas. However, to some extent, the ethnic minority groups have been ignored. We admit that we are a part of the Chinese nation but we should also consider our independence. After all, we are different from the Han. I feel that the Han dominate the society.

Summary

Through education, the state authorities inculcate a national devotion and homogenous culture in Naxi students as well as a Chinese national identity. Students are encouraged to commit themselves to China's social, economic and political development, and to have a sense of responsibility towards the nation. The national curriculum introduces elements of nation-building into various subjects, especially Chinese language, political and ideology and history. It is hoped that the students will make contributions to Chinese society. The school routine, extracurricular activities, physical environment and teaching, are all infused with the state ideology. With all these activities, the school hopes to create a consciousness of the Chinese nation and to instil national pride among students.

To a certain degree, the government's efforts have paid off. According to the interview data, most of the Naxi students internalise the state ideology, such as ethnic unity among the 56 ethnic groups and patriotism. Though it is difficult to evaluate a Chinese national identity, the interview data show that the Naxi students in LSS are becoming more aware of their national identity, and connect their life and study goals with the interests of the country. The Naxi students accept the Han culture and the ethnic unity that are promoted by the school and are willing to work hard to enter the mainstream culture.

However, the Naxi students are not passive receivers of the knowledge imparted in the school. They also assert their own national identity. In the interviews, students expressed scepticism about certain aspects of what they were taught. Several stated that what was taught did not actually reflect what truly happened in reality. Some doubted the effectiveness of the school's attempts to inculcate in them a sense of national identity, and some were curious about issues of national identity. They read books about China and Chinese people in literature and discussed the nation with the people around them.

(1) X.T. Fei, Zhonghua minzu duoyuan yiti geju (Plurality and Unity in the Configuration of the Chinese People) (Beijing: Central Universities for Nationalities Publishing House, 1999); Z.H. Li, Yi aiguo zhuyi wei zhongdian, shengru hongyang he peiyu minzu jingshen (Highlight Patriotic Education, Advocate and Cultivate Spirits of the Chinese Nation), Dianzi keji daxue xuebao (Journal of University of Electronic) 7(4) (2005): 88-9; X.W. Wu, Zhonghua minzu de xingcheng yu ningju xinglun (New Theory of Formation of the Chinese Nation) (Kunming: Yunnan People's Publishing House, 2000).

(2) B.G. Jing and X.Z. Gong, Minzu lilun minzu zhengce xuexi gangyao (Outline of Ethnic Theories and Policies) (Beijing: Ethnic Publishing House, 2004).

(3) J. Phinney, "Understanding Ethnic Diversity: The Role of Ethnic Identity", American Behavioral Scientist 40 (2) (1996): 143-52.

(4) Population Census Office, Department of Population, Social Science and Technology Statistics, National Bureau of the PRC, 2003. Tabulation on Nationalities of the 2000 Population Census of China (Beijing: Ethnic Publishing House, 2003).

(5) Lijiang No.1 Senior Secondary School, Bainian xuemu--Lijiangshi yizhong (One-hundred-years School: Lijiang No.1 Senior Secondary School) at <http://www.ljsyz.com> [8 June 2007].

(6) Lijiang No.1 Senior Secondary School, Xuesheng minzu fengbu (Students' Population Distributed by Ethnicity), 2004.

(7) Lijiang No.1 Senior Secondary School, Lijiang yizhong xiaozhi (Annals of Lijiang No.1 Senior Secondary School) (Kunming: Yunnan Ethnic Publishing House, 2005), p. 158.

(8) L. Peak, Learning to Go to School in Japan: The Transition from Home to Preschool Life (Berkeley: University of California Press, 1991).

(9) Lijiang No.1 Senior Secondary School. Lijiang shi yizhong daode jiaoyu xize (Code for Moral Education of Lijiang No.1 Senior Secondary School) at <http://www.ljsyz.com> [6 June 2007].

(10) History Office of the People's Education Press, Zhongguo gudaishi (Ancient Chinese History) (Beijing: People's Education Press, 2002), pp. 2, 13 and 142.

(11) Editing Committee of Moral Education and Ideology and Politics for Primary and Secondary Schools, Sixiang zhengzhi (Ideology and Politics, Grade Three) (Beijing: People's Education Press, 2003), p. 106.

(12) P. Morris, The Hong Kong School Curriculum: Development, Issues and Policies (Hong Kong: Hong Kong University Press, 1996), p. 2.

(13) Lijiang No.1 Senior Secondary School, Lijiang yizhong xiaozhi (Annals of Lijiang No.1 Senior Secondary School) (Kunming: Yunnan Ethnic Publishing House, 2005), p. 80.

ABOUT THE AUTHOR

Yu Haibo (Haibo_Y@hotmail.com) works in the National Academy of Education Administration in Beijing. She received her PhD in education and ethnicity from the University of Hong Kong. Her research interests include ethnic education, basic education administration in China and the Naxi. Table 1. Calendar of Lijiang No. 1 Senior Secondary School, 2004 Time Activity Organising Department Feb. 1-7 7:30 am flag-raising Moral Education ritual for all Department students Mar. 7-13 Week of learning from Moral Education Department Lei Feng, and Office of the Chinese creating spiritual Youth League (CYL) civilisation Mar. 28-Apr.3 Activities of Red Cross Moral Education Department Apr. 4-10 Visit the martyrs' Moral Education Office cemetery. Apr. 18-24 Participate in the Office of the CYL first conference of the CYL of Lijiang May 2-8 Award outstanding Office of the CYL members of the CYL Aug. 22-28 Set up the CYL branch Academic Affair Office for Grade One Aug. 29-Sep. 4 CYL cadre training Moral Education Office Sep. 12-18 Seminars on laws Moral Education Department Sep. 19-25 The first round of Moral Education Department oral competitions on National Day Sep. 26 Oral competition Moral Education Department to Oct. 2 on National Day Nov. 7-13 Week of Promoting Office of the CYL the Spirit of the Chinese Nation Dec. 5-11 Student Movement Office of CYL Memorial Week Dec. 26-Jan. 1 New Year Party Moral Education Department Source: Adapted from Calendar of Lijiang No.1 Senior Secondary School (2004).