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Professor Liu, head of the Department of Archaeology, carefully inspected it, and announced with a solemn face: "This is a tomb from the Eastern Han Dynasty. The audience was in an uproar.
As the news spread, an old proverb began to circulate on campus: "Ten schools and nine graves". This discovery seems to reveal a long-hidden secret, and provokes people to think deeply about the location of the school.
The discovery of the tomb caused an uproar on campus. Students gathered in groups of three or five, whispering and discussing this disturbing topic. Xiao Li, a freshman, recalled the story his grandmother had told him, and said tremblingly, "I heard that the school was built on the cemetery to suppress the yin spirits with the yang energy of the students......" Before his words fell, the surrounding classmates couldn't help but shudder.
At the same time, some daring students began to delve deeper into the phenomenon. Wang Ming, a graduate student in the Department of Sociology, immersed himself in the library and flipped through a large number of historical documents and social investigation reports.
After two weeks of hard work, he published an article entitled "Sociological Analysis of the Phenomenon of "Ten Schools and Nine Graves" at the Student Forum, interpreting this phenomenon from multiple perspectives such as history, culture and economy.
Wang Ming's article sparked a heated discussion. People are beginning to realize that behind the phenomenon of "schools built on graveyards", there may be deeper social problems hidden.
To assuage the students' concerns, the university quickly organized a lecture entitled "Campus, Cemeteries and Urban Development." Archaeologist Professor Zhang explained the concept of "mass graves" in detail, saying: "In ancient times, mass graves were often places where unclaimed bones were piled up.
But as the city expanded, these places were gradually developed.
Historian Professor Li explained the change of land use from a historical perspective: "In China's long history, the use of land has been changing. The former cemetery may become the school it is today, which in itself is a civilizational inheritance.
Sociologist Professor Chan added, "The choice to build schools in these places is often based on economic and planning considerations, rather than superstitious considerations. "
As the experts explained, the students' attitudes began to change. Fear and insecurity are gradually replaced by reason and curiosity. Xiao Zhang, a fourth-year student, said thoughtfully: "It turns out that the campus we set foot on every day carries such a rich history.
It gave me a deeper respect for the land.
This event was an opportunity for young people to think about the relationship between tradition and modernity, superstition and science. The atmosphere on campus has also changed from initial panic to a thirst for curiosity and exploration.
The Students' Union has also organized a series of seminars to encourage people to understand the phenomenon from different perspectives, making the campus a platform for ideas to collide.
In order to gain an in-depth understanding of the historical origins of the school's location, our reporter interviewed several educators who have been retired for many years. On a sunny afternoon, 78-year-old teacher Zhang sat on a wicker chair at home, recalling the early days of the founding of the People's Republic of China, with a complex glint in his eyes.
"In those days," Mr. Zhang said slowly, with a hint of emotion in his voice, "the land was the life of the peasants. It may be hard for you to imagine now that just a few acres of land can feed a large family.
Every inch of land is put to good use, and waste is absolutely not allowed.
Ms. Zhang described the difficulties faced in building the school at that time. The school not only needs to build teaching buildings, but also has supporting facilities such as playgrounds, canteens, dormitories, etc., which means that a large contiguous land is needed.
But in rural areas, this often means taking up a lot of fertile land.
"I will always remember going to a village to choose a site," Ms. Zhang continued, with a hint of pain in her eyes, "We took a fancy to a flat area and felt that it was very suitable for building a school.
Suddenly, an old peasant on crutches came up tremblingly, pointed to the land and said, 'This is the land that my ancestors have cultivated for generations, how can you take it?' Looking at the old man's tearful face, we couldn't bear it.
Teacher Zhang sighed deeply, "However, education can't be stopped. Children need schools, which are fundamental to the development of the country. We are caught in a dilemma.
Just when the educators were at a loss, some abandoned mass graves came into their sight. These are large areas that do not occupy arable land, making them ideal for building schools.
"At that time, we also had concerns," Mr. Zhang admitted, "after all, this is where the bones of the dead are buried." But thinking that this is for the cause of education and for the future of the children, we muster up courage.
Moreover, at that time, it was also believed that building a school there would dispel the yin qi with the vigor of the students.
Ms. Zhang's memories reveal the dilemma of land resources faced in the early days of the People's Republic of China, as well as the difficult choices that educators made in order to run schools. This is not only a story about land use, but also a microcosm of how to promote education with limited resources.
This history has witnessed the wisdom and courage of educators, and also reflected the practical difficulties and solutions faced by New China in the process of construction. It is not only a past story about the location of schools, but also an important chapter in the history of China's education development.
With the rapid development of China's economy, the scarcity of land resources has become increasingly prominent, and land prices have been rising. This trend has brought unprecedented challenges to the construction and expansion of schools.
In order to gain an in-depth understanding of this issue, the reporter visited a number of colleges and universities, among which the experiences of Shaanxi Normal University and Sun Yat-sen University are particularly thought-provoking.
Professor Li of Shaanxi Normal University, a retired president, sat under an old tree on campus and recalled: "It was in the early '80s, and we were under tremendous pressure to expand.
The number of students has exploded, and the original school building has been overwhelmed. But when we looked around for a suitable location, we found that the price of land had risen to the point where we were discouraged.
Professor Li's brows tightened, as if he had returned to the predicament of the past. "Just when we were at our wit's end, an old teacher suggested that we consider a wasteland on the outskirts of the city.
When we went to the field, we found out that it was actually an old cemetery.
He paused and took a deep breath, "To be honest, we were hesitant at the time. But if you do the math, the land is much cheaper, and the area is large enough and the location is not bad.
After much deliberation, we decided to go there. In retrospect, that decision, while controversial, did lay the groundwork for the school's growth.
A similar situation occurred at Sun Yat-sen University in Guangzhou. Mr. Chen, director of the university's development planning department, said in an interview: "In 1981, at the beginning of the reform and opening up, our university was in a stage of rapid development.
We urgently needed a new campus to accommodate the growing number of students, but land prices in Guangzhou had already skyrocketed. After much investigation and weighing, we finally set our sights on an area close to the cemetery.
Mr. Chan added: "There are some unexpected benefits to this decision. Away from the hustle and bustle of the city, the area is very quiet, perfect for study and research.
Moreover, it is precisely because of the relatively low land price that we are able to build more teaching facilities with limited funds.
In the course of the interview, the reporter also learned an interesting detail. In Shaanxi, there is a bus stop called "Wujiafen". Behind this unique station name is a microcosm of the history of the school's location.
Local elders say that the name of the station has been preserved to this day, which is not only a respect for history, but also a witness to the development of education.
These cases reveal the compromises and innovations that educational institutions have had to make under economic pressure. They not only reflect the impact of rising land prices on education development, but also demonstrate the wisdom and courage of educators to find solutions in difficult situations.
Although these decisions may have sparked some controversy at the time, in the long run, they provided valuable space for the school to grow, allowing more students to pursue higher education.
As an old professor at Sun Yat-sen University said: "The choice at that time may seem a little helpless, but it is this pragmatic attitude that allows us to continue to advance in the face of difficulties."
These experiences have also become a special chapter in the history of China's education development, reflecting the wisdom and responsibility of educators in a specific historical period. It reminds us that when judging history, it needs to be considered holistically in the socio-economic context of the time.
At the same time, this history provides valuable lessons and inspiration for today's education planners, who continue to explore innovative solutions to new challenges.
With the increasing number of archaeological discoveries, people have gradually realized that in this land of China, which has a history of 5,000 years of civilization, almost every inch of land may contain rich historical traces.
This perception gives a new perspective to the phenomenon of "schools built on graveyards".
Professor Wang, a renowned archaeologist, pointed out in a public lecture: "Our ancestors have lived and multiplied for generations, leaving countless marks on this land. In a sense, every inch of land under our feet could be a 'historical site' of a certain era.
This view provokes a wide range of thinking. A college student wrote in the school magazine: "We do not study from the grave, but on the shoulders of history.
This gives us a deeper reverence for both knowledge and life.
As this awareness spreads, people begin to look at the phenomenon of "schools built on graveyards" in a more inclusive and rational manner. It is no longer just a question of site selection, but a philosophical topic about how to live with history.
Some schools have even incorporated archaeological finds on campus into their curriculum, allowing students to engage in first-hand historical exploration. This not only enriches the teaching content, but also cultivates students' feelings of respecting history and cherishing the present.
As one history professor put it, "Every school is writing its own history, and our campus is a testament to the intersection of old and new history." This view gives a new interpretation to the saying of "ten schools and nine graves", and has become a vivid portrayal of the endless life of Chinese civilization.
With the progress of society, people have a more rational and comprehensive understanding of the phenomenon of "ten schools and nine graves". When building new schools, the education department not only pays attention to the scientific and rational site selection, but also pays more attention to the protection of historical relics.
Some schools are beginning to incorporate archaeological discoveries into their curricula, allowing students to engage in first-hand historical exploration. For example, the history department of a university offers a course called "Archaeology on Campus," in which students participate in small-scale archaeological activities on campus under professional supervision.
This not only enriches the teaching content, but also cultivates students' feelings of respecting history and cherishing the present.
In the balance between scientific development and historical traditions, China's education is moving towards a brighter future. As one education expert put it, "Our goal is to nurture a new generation that can contribute to the progress of society based on the inheritance of culture."
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