小册子汇编 E · 第124册我们要教什么？

第124册我们要教什么？

§1 第124册我们要教什么？

§2 PH124 - What Shall We Teach?

§3 【合适的学龄】

§4 世上的习惯鼓励人们在孩子很小、还需母亲照顾时就把他们送到学校。（《基督化教育》182页）{PH124 1.1}[1]

§5 【What Shall We Teach? Proper School Age】

§6 “It has been the custom to encourage sending children to school, when they were mere babies, needing a mother’s care.”—Christian Education, 182.?{PH124 1.1}[1]

§7 儿童八岁或十岁以前，父母应是他们唯一的教师。（《基督化教育》第8页）{PH124 1.2}[2]

§8 “Parents should be the only teachers of their children until they have reached eight or ten years of age.”—Christian Education, 8.?{PH124 1.2}[2]

§9 不要太早把你们的小孩子送到学校去。母亲在把幼儿的心智交给别人去塑造的事上要谨慎。父母们应该作自己儿女最好的老师，直到他们到了八到十岁。他们的教室应该是露天，在花儿和鸟儿中，他们的课本应该是自然界的珍宝。（《基督化教育》170页）{PH124 1.3}[3]

§10 “Do not send your little ones away to school too early. The mother should be careful how she trusts the molding of the infant mind to other hands. Parents ought to be the best teachers of?their children until they have reached eight or ten years of age. Their schoolroom should be the open air, amid the flowers and birds, and their textbook the treasure of nature.”—Christian Education, 170. (See also?Christian Temperance and Bible Hygiene, 60-72.){PH124 1.3}[3]

§11 儿童八岁或十岁以前的唯一课堂，应当在露天盛开的花卉和自然的美景之中。他们最熟悉的课本，应是自然界的宝藏。（《证言》卷三137页）{PH124 2.1}[4]

§12 “The only schoolroom for children from eight to ten years of age should be in the open air, amid the opening flowers and nature’s beautiful scenery. And their only textbook should be the treasures of nature.”—“Testimonies for the Church 3:137.?{PH124 2.1}[4]

§13 男女儿童，都必须在家庭学校中，准备好进入教会学校。……聪明的父母，必要帮助他们的儿女明白：他们在学校生活中应当像在家中一样，竭力讨上帝喜悦，并尊荣祂。（《基督教育之研究》150页）{{PH124 2.2}[5]

§14 “It is in the home school that our boys and girls are to be prepared to attend the church school.... Wise parents will help their children to understand that in the school life, as in the home, they are to strive to please God, to be an honor to Him.”—Counsels to Parents, Teachers, and Students, 150.?{PH124 2.2}[5]

§15 【家庭学校】

§16 1.圣经—圣经应作为儿童的第一本教科书。父母必须从这本书中讲授智慧的功课。……从圣经中儿童可以认识到上帝就是他们的父；从圣经荣美的教训中他们也可以认识祂的品德。他们既领受了圣经原则的训诲，就会学习正确地判断，秉公行义。……父母们，你们给儿女的教育应当简明易懂。应当将你从圣经中所学得的教训清楚地向他们年幼的心思讲明，使他们不至听不懂。借着上帝圣言的简明教训和他们自己的经验，你可以教导他们如何按最高的标准作人。（《基督教育之研究》108、109页）{{PH124 2.3}[6]

§17 【Home School】

§18 1—Bible—“The Bible should be the child’s first textbook. From this book parents are to give wise instruction.... From it the children are to learn that God is their Father; and from the beautiful lessons of His Word they are to gain a knowledge of His character. Through the inculcation of its principles, they are to learn to do justice and judgment.... Parents, let the instruction you give your children be simple, and be sure that it is clearly understood. The lessons that you learn from the Word you are to present to their young minds so plainly that they cannot fail to understand. By simple lessons drawn from the Word of God and their own experience, you may teach them how to conform their lives to the highest standard.”—Counsels to Parents, Teachers, and Students, 108, 109.?{PH124 2.3}[6]

§19 我们的天父在赐下祂圣言的时候，并没有忽视儿童。在人所写的一切作品中，哪里能找到像圣经故事中这样扣人心弦，适于引起儿童兴趣的内容呢？{PH124 2.4}[7]

§20 “Our heavenly Father, in giving His Word, did not overlook the children. In all that men have written, where can be found anything that has such a hold upon the heart, anything so well adapted to awaken the interest of the little ones, as the stories of the Bible??{PH124 2.4}[7]

§21 这些简单的故事，阐明了上帝律法的伟大原则。这样，父母和教师就可以通过最适合儿童理解力的图解，尽早开始实现上帝有关祂圣言的吩咐：“要殷勤教训你的儿女，无论你坐在家里，行在路上，躺下，起来，都要谈论”（申6:7）。{PH124 3.1}[8]

§22 “In these simple stories may be made plain the great principles of the law of God. Thus by illustrations best suited to the child’s comprehension, parents and teachers may begin very early to fulfil the Lord’s injunction concerning His precepts: ‘Thou shalt teach them diligently unto thy children, and shalt talk of them when thou sittest in thine house, and when thou walkest by the way, and when thou liest down, and when thou risest up.’?{PH124 3.1}[8]

§23 使用实例、黑板、地图、画片会有助于讲解这些教训，让他们牢牢记在心上。父母和教师应不断设法改进教学方法。圣经的讲授要运用我们最活跃的思想、最好的方法和最诚恳的努力。（《教育论》185、186页）{PH124 3.2}[9]

§24 “The use of object lessons, blackboards, maps, and pictures will be an aid in explaining these lessons, and fixing them in the memory. Parents and teachers should constantly seek for improved methods. The teaching of the Bible should have our freshest thought, our best methods, and our most earnest effort.”—Education, 185, 186.?{PH124 3.2}[9]

§25 2.大自然—应当按着他们的理解力，在他们面前打开上帝大自然的课本。母亲……应培养自己和孩子喜爱美丽的蓓蕾和盛开的花朵。她既引导孩子们注意花朵的各种颜色和形状，就能使他们熟悉那创造一切美丽的东西、使他们心旷神怡的上帝了。……。在自然界美丽动人的景色中，这些教训留在孩子的心中，是决不会轻易忘记的。（《基督化教育》8、9页）{PH124 3.3}[10]

§26 2—Nature—“As fast as their minds can comprehend it, the parents should open before them [their children] God’s great book of nature. The mother ...should find time to cultivate, in herself and in her children, a love for the beautiful buds and opening flowers. By calling the attention of her children to their different colors and variety of forms, she can make them acquainted with God, who made all the beautiful things which attract and delight them.... These lessons, imprinted upon the minds of young children amid the pleasant, attractive scenes of nature, will not be soon forgotten.”—Testimonies for the Church 3:137.?(See also?Christian Education, 8, 9.)?{PH124 3.3}[10]

§27 母亲们，要让小孩子在大自然中玩耍，倾听鸟儿的歌声，学习上帝在祂美丽创作中所显示的爱心。要从大自然的课本，和他们周围的事物中，教导他们简单的课题。当他们的心智稍有扩展的时候，就可以增加书本的功课。（《基督教育之研究》146页）{PH124 3.4}[11]

§28 “Mothers, let the little ones play in the open air; let them listen to the songs of the birds, and learn the love of God as expressed in His beautiful works. Teach them simple lessons from the book of nature and the things about them; and as their minds expand, lessons from books may be added.”—Counsels to Parents, Teachers, and Students, 146.?{PH124 3.4}[11]

§29 对于那些尚不能认字，无法正常进入课堂学习的儿童，大自然提供了教育与喜乐的无穷资源。人心若没有因犯罪而变得刚硬，就会看出上帝的能力弥漫在一切受造之物中。人的耳朵若未因世俗的喧嚣而麻木，就会听到那藉着自然界所发出来的声音。……此外没有其它方法可以为真教育奠定如此坚定稳固的基础。（《教育论》100，101页）{PH124 3.5}[12]

§30 “To the little child not yet capable of learning from the printed page or of being introduced to the routine of the schoolroom, nature presents an?unfailing source of instruction and delight. The heart not yet hardened by contact with evil is quick to recognize the Presence that pervades all created things. The ear as yet undulled by the world’s clamor is attentive to the Voice that speaks through nature’s utterances.... In no other way can the foundation of a true education be so firmly and surely laid.”—Education, 100, 101.?{PH124 3.5}[12]

§31 3.生理和卫生—人在懂事的时候起，就当明白身体的构造。我们观察和赞叹上帝的自然界，但人体的结构是最奇妙的。所以在安排儿童功课时，将生理学置于重要位置，是很重要的。所有的儿童应当研究它。同时父母也要增设实用卫生学。（《基督教育之研究》125页）{PH124 4.1}[13]

§32 3—Physiology and Hygiene—“From the first dawn of reason the human mind should become intelligent in regard to the physical structure. We may behold and admire the work of God in the natural world, but the human habitation is the most wonderful. It is therefore of the highest importance that among the studies selected for children, physiology occupy an important place. All children should study it. And then parents should see to it that practical hygiene is added.”—Counsels to Parents, Teachers, and Students, 125.?{PH124 4.1}[13]

§33 每一位母亲都应注意让自己的儿女了解他们自己的身体，以及如何照顾自己的身体。她应当说明我们仁慈的天父所赐给我们的肌肉的构造和用途。（《教育特别证言》33页）{PH124 4.2}[14]

§34 “Every mother should see that her children understand their own bodies, and how to care for them. She should explain the construction and use of the muscles given us by our kind heavenly Father.”—Special Testimonies on Education, 33.?{PH124 4.2}[14]

§35 父母应当设法唤醒儿女研究生理学的兴趣。……要继续教导他们认识自己的身体，知道如何照顾自己的身体。不注意身体健康的人，也不会注意自己的道德。（《基督化的教育》173页）{PH124 4.3}[15]

§36 “Parents should seek to awaken in their children an interest in the study of physiology.... Continue to teach them in regard to their own bodies, and how to take care of them. Recklessness in regard to bodily health tends to recklessness in morals.”—Christian Education, 173, 174.?{PH124 4.3}[15]

§37 要尽早采用简单易懂的课程，教导儿童初级的生理卫生知识。这种工作应该由母亲在家中开始。（《教育论》196页）{PH124 4.4}[16]

§38 “Children should be early taught, in simple, easy lessons, the rudiments of physiology and hygiene. The work should be begun by the mother in the home.”—Education, 196.?{PH124 4.4}[16]

§39 4.声音的培养与歌唱—家庭生活是练声的最佳学校。要在各方面研究不要发出恼人的声音，而要培养一种柔和的声音，又清楚又明白。这样母亲们就可在家中成为教师。母亲们自己应当行事像基督，在家中说温柔慈爱的话语。于是在天上的案卷中，她们的名下就会写着：“你们是与上帝同工的。”……要避免一切使你们孩子焦躁的事情。（《文稿》1898年9月24日） {PH124 4.5}[17]

§40 4—Voice Culture and Singing—“The very best school for voice culture is the home. Study in every way not to annoy, but to cultivate a soft voice, distinct and plain. Thus mothers may become teachers in the home. Mothers should themselves act like Christ, speaking tender, loving words?in the home; then opposite their names in the book of heaven will be written, ‘Ye are laborers together with God.’ ...Avoid everything that will be rasping to your children.”—MS., September 24, 1898.?{PH124 4.5}[17]

§41 家庭中要有纯洁美妙的歌声，少一些非难，多一些愉快、盼望和喜乐。（《教育论》168页）{PH124 5.1}[18]

§42 “Let there be singing in the home, of songs that are sweet and pure, and there will be fewer words of censure, and more of cheerfulness and hope and joy.”—Education, 168.?{PH124 5.1}[18]

§43 5.阅读—父母在家中，应当排除一切不良的影响。……我要对那些认为可以随意看小说杂志的人说，你们现在撒的种子，必要结出你们所不愿收的庄稼。……{PH124 5.2}[19]

§44 5—Reading—“Parents should endeavor to keep out of the home every influence that is not productive of good.... To those who feel free to read story magazines and novels I would say: You are sowing seed the harvest of which you will not care to garner....?{PH124 5.2}[19]

§45 儿童正在发育之心灵渴求知识。父母应当充实自己的知识，以便随时给孩子以合适的精神食粮。（《基督教育之研究》120、121页）{{PH124 5.3}[20]

§46 “The susceptible, expanding mind of the child longs for knowledge. Parents should keep themselves well informed, that they may give the minds of their children proper food.”—Counsels to Parents, Teachers, and Students, 120, 121.?{PH124 5.3}[20]

§47 6.花钱要有计划性——男女儿童不论是靠父母供给或是自己赚钱，都要学习去选购自己的衣服、书籍和其它必需品；把自己的开支记录下来，他们就会了解金钱的价值和用法。这是他们从其它方法学不到的。{PH124 5.4}[21]

§48 6—Use of Money and Systematic Giving—“Whether supplied by their parents or by their own earnings, let boys and girls learn to select and purchase their own clothing, their books, and other necessities; and by keeping an account of their expenses they will learn, as they could learn in no other way, the value and the use of money.?{PH124 5.4}[21]

§49 这种训练会帮助他们辨别真正的节约与吝啬和浪费。在正确的指导下，这种训练会使人养成慈善的习惯，并帮助青年人学习施舍。这种施舍不是出于感情冲动，心血来潮，而是定期和有计划性的。（《教育论》239页）{PH124 5.5}[22]

§50 “This training will help them to distinguish true economy from niggardliness on the one hand and prodigality on the other. Rightly directed, it will encourage habits of benevolence. It will aid the youth in learning to give, not from the mere impulse of the moment, as their feelings are stirred, but regularly and systematically.”—Education, 239.?{PH124 5.5}[22]

§51 7.家庭责任—母亲应当成为教师。每一个儿童都应在家庭学校中，接受启蒙教育。这些功课应当包括勤劳的习惯。……但即使在他们还很小的时候，也当使他们学习做有用处的人。要训练他们认识到：作为家庭的一员，他应当有兴趣帮助分担家庭的担子。要在完成必要的家务中，寻求有益于健康的活动。{PH124 5.6}[23]

§52 7—Home Duties—“The mother should be the teacher, and home the school where every child receives his first lessons; and these lessons should include habits of industry.... Let them also learn, even in their earliest years, to be useful. Train them to think that, as members of the household, they are to act an interested, helpful part?in sharing the domestic burdens, and to seek healthful exercise in the performance of necessary home duties.{PH124 5.6}[23]

§53 父母应当找一些有用的工作给自己的儿女去做，让他们担负适合他们年龄和体力的责任。应当让孩子做一些不仅使他们忙碌，而且引起他们兴趣的事。儿童从很小起就当积极地动手动脑。父母若疏忽使儿童的才能得到合理运用，就会对他们造成很大的伤害。因为撒但随时准备找点事给他们做。（《基督教育之研究》146页）{{PH124 6.1}[24]

§54 “It is essential for parents to find useful employment for their children, which will involve the bearing of responsibilities as their age and strength will permit. The children should be given something to do that will not only keep them busy, but interest them. The active hands and brains must be employed from the earliest years. If parents neglect to turn their children’s energies into useful channels, they do them great injury; for Satan is ready to find them something to do.”—Special Testimonies on Education, 37, 38. (See also?Counsels to Parents, Teachers, and Students, 146.)?{PH124 6.1}[24]

§55 当女孩子满了九岁或十岁的时候，就应该按照她的能力，让她承担家庭中部分应尽的本分，她对于自己工作时所表现的态度，也要负责任。有人问一位有见识的父亲对他自己的女儿有何期望时，他回答说：“我打算让她们在自己贤淑的母亲跟前，学习那善用光阴的艺术，以便将来配承担妻子和母亲的重责，作一家的主妇和社会的有用分子。”（《时兆》1882年6月29日）{PH124 6.2}[25]

§56 “When a little girl is nine or ten years old, she should be required to take her regular share in household duties, as she is able, and should be held responsible for the manner in which she does her work. That was a wise father, who, when asked what he intended to do with his daughters, replied, ‘I intend to apprentice them to their excellent mother, that they may learn the art of improving time, and be fitted to become wives and mothers, heads of families, and useful members of society.’”—The Signs of the Times, June 29, 1882.?{PH124 6.2}[25]

§57 在家庭学校中，应当教导儿童，如何完成每日生活中派给他的任务。当他们还年幼时，母亲就要每天给他们一些简单的工作。……她要记住，自己是家庭学校中的主任教师。她要教导她的孩子，迅速敏捷地完成家务劳动。要尽早训练他们分担家务。应当教育儿童自幼年起，就逐步担起担子，在家务中作聪明的助手。（《基督教育之研究》122页）{{PH124 6.3}[26]

§58 “In the home school the children should be taught how to perform the practical duties of everyday life. While they are still young, the mother should give them some simple task to do each day.... Let her remember that the home is a school in which she is the head teacher. It is hers to teach her children how to perform the duties of the household quickly and skilfully. As early in life as possible they should be trained to share the burdens of the home. From childhood boys and girls should be taught to bear heavier and still heavier burdens, intelligently helping in the work of the family firm.”—Counsels to Parents, Teachers, and Students, 122.?{PH124 6.3}[26]

§59 8.园艺—如果有可能的话，最好把家设在城外，在那里儿童在有耕作的土地。让他们都各有一块自己的小园地，你可以教导他们如何开垦，如何松土撒种，以及除去杂草的重要性，并可教导他们，从生活中除去难看的不良做法的重要性。教导他们要像除去杂草那样，除去自己的坏习惯。（《基督教育之研究》124页）{PH124 6.4}[27]

§60 8—Gardening—“If possible, the home should be out of the city, where the children can have?ground to cultivate. Let them each have a piece of ground of their own; and as you teach them how to make a garden, how to prepare the soil for seed, and the importance of keeping all the weeds pulled out, teach them also how important it is to keep unsightly, injurious practices out of the life. Teach them to keep down wrong habits as they keep down the weeds in their gardens.”—Counsels to Parents, Teachers, and Students, 124.?{PH124 6.4}[27]

§61 9.烹饪—不要忘记教导你的孩子如何烹调有益健康的食物，……并把宗教生活中所必须的原则，教授给他们。（《基督教育之研究》127页）{PH124 7.1}[28]

§62 9—Cooking—“ulcating principles which are needful elements in their religious life.”—Counsels to Parents, Teachers, and Students, 127. (See also?Christian Education, 174;?Christian Temperance and Bible Hygiene, 60-72.?{PH124 7.1}[28]

§63 10.使用工具—当孩子长到一定的年龄，就当学习使用工具。他们一定会成为聪明的学生。父亲若是木匠，就要教儿子木工。（《基督教育之研究》122页）{PH124 7.2}[29]

§64 10—Use of Tools—“When children reach a suitable age, they should be provided with tools. They will be found to be apt pupils. If the father is a carpenter, he should give his boys lessons in carpentry.”—Counsels to Parents, Teachers, and Students, 122.?{PH124 7.2}[29]

§65 11.缝纫—应教导少女……如何裁剪和修补、缝纫衣服，使她们受到人生实际职责的教育。（《基督化教育》19页）{PH124 7.3}[30]

§66 11—Sewing—“Young girls should have been instructed to manufacture wearing apparel, to cut, make, and mend garments, and thus become educated for the practical duties of life.”—Christian Education, 19.?{PH124 7.3}[30]

§67 12.传道工作—父母有责任培养他们儿女的才能，使他们能为上帝作良好的工作。……父母们，务要帮助你的孩子，实现上帝对于他们的旨意。应当在家庭中，对他们进行传道工作的训练，预备他们在更大范围内成为有用的人。（《基督教育之研究》130页）{PH124 7.4}[31]

§68 12—Missionary Work—“Upon parents rests the responsibility of developing in their children those capabilities which will enable them to do good service for God.... Parents, help your children to fulfill God’s purpose for them. In the home they are to be trained to do missionary work that will prepare them for wider spheres of usefulness.”—Counsels to Parents, Teachers, and Students, 130.?{PH124 7.4}[31]

§69 13.正确的习惯—父母们！要如看护你眼中瞳人那样看护孩子们的道德和习惯。（《基督教育之研究》120页）{{PH124 7.5}[32]

§70 13—Right Habits—“Parents, guard the principles and habits of your children as the apple of the eye.”—Counsels to Parents, Teachers, and Students, 120.?{PH124 7.5}[32]

§71 上帝不要儿童不良的偏向养成习惯。（《基督教育之研究》123页）{PH124 7.6}[33]

§72 “God designs that the perversities natural to childhood shall be rooted out before they become habits.”—Counsels to Parents, Teachers, and Students, 123.?{PH124 7.6}[33]

§73 父母和教师应当为塑造孩子公义的品格而工作。（《基督教育之研究》148页）{PH124 7.7}[34]

§74 “Parents and teachers should work for ...the formation of right character.”—Counsels to Parents, Teachers, and Students, 148.?{PH124 7.7}[34]

§75 在上帝的律法中，祂赐给我们一个样式。我们品格的建造，必须照“山上指示你的样式。”（上帝的）律法是公义的伟大标准。（《教育特别证言》73页）{PH124 8.1}[35]

§76 “In His law God has given us a pattern. Our character building is to be ‘after the pattern showed to thee in the mount.’ The law [of God] is the great standard of righteousness.”—Special Testimonies on Education, 73.?{PH124 8.1}[35]

§77 有规律应该成为孩子们一切习惯的准则。（《基督化教育》163页）{PH124 8.2}[36]

§78 “Regularity?should be the rule in all the habits of children.”—Christian Education, 163.?{PH124 8.2}[36]

§79 主乐意将奢侈习惯的恶果显在我面前，使我可以警告父母们：要教导儿女厉行节约。（《基督化教育》165页）{PH124 8.3}[37]

§80 “The Lord has been pleased to present before me the evils which result from spendthrift habits, that I might admonish parents to teach their children?strict economy.”—Christian Education, 165.?{PH124 8.3}[37]

§81 孩子应当从母亲身上学习整洁、周到和敏捷的习惯。（《基督教育之研究》122页）{{PH124 8.4}[38]

§82 “From the mother the children are to learn habits of?neatness, thoroughness, and?dispatch.”—Counsels to Parents, Teachers, and Students, 122.?{PH124 8.4}[38]

§83 孩子应当会自己玩耍，并发挥自己的聪明技巧，学会简单的游戏而知足。应当教导他们勇敢地处理自己小小的挫折和考验。……{PH124 8.5}[39]

§84 “Children should be trained to amuse themselves, to exercise their own?ingenuity?and?skill. Thus they will learn to be?content?with simple pleasures. They should be taught to?bear bravely their little disappointments and trials....?{PH124 8.5}[39]

§85 要教导儿童学习如何为别人着想。青年应自幼养成谦虚顺从、舍己自制和关心别人幸福的习惯。要教导他们制服急躁的脾气，制止轻率的言语，显示一贯的仁慈、礼貌和自制。（《基督教育之研究》123、124页）{{PH124 8.6}[40]

§86 “Study how to teach the children to be?thoughtful of others. The youth should be early accustomed to?submission, self-denial, and a regard for others’ happiness. They should be taught to?subdue the hasty temper, to withhold the passionate word, to manifest unvarying?kindness, courtesy, and?self-control.”—Counsels to Parents, Teachers, and Students, 123, 124.?{PH124 8.6}[40]

§87 应当在家庭和学校中借着训诲和榜样，教导儿童和青少年作忠诚、无私和勤劳的人。（《基督教育之研究》148页）{PH124 8.7}[41]

§88 “At home and in the school, by precept and example, the children and youth should be taught to be?truthful, unselfish, industrious.”—Counsels to Parents, Teachers, and Students, 148. (See also?Special Testimonies on Education, 42.)?{PH124 8.7}[41]

§89 天真朴素的儿童，是最有吸引力的。……不要褒奖他们的容貌、言语和举动，而引起他们的虚荣心。也不要给他们穿富贵华丽的衣服，这样会造成他们骄傲自恃，并引起同伴的嫉妒。要教导儿童真正的装饰不在乎外表。……{PH124 8.8}[42]

§90 “Those children are most attractive who are?natural, unaffected.... Vanity should not be encouraged by praising their looks, their words, or their actions. Nor should they be dressed in, an expensive or showy manner. This encourages pride in them, and awakens envy in the hearts of their companions. Teach the children that the?true adorning?is not outward....?{PH124 8.8}[42]

§91 眼睛需要受教育，否则孩子就会注视罪恶，引以为乐。舌头也需受教育。……若不教导孩子本着敬畏上帝的心敬爱和顺从父母，又怎么能引导他们爱上帝呢？{PH124 8.9}[43]

§92 “The eye needs to be educated, or the child will find pleasure in beholding evil. The tongue needs to be educated.... If children are not taught?to?love, respect, and?obey their parents?in the fear of the Lord, how can they be led to love God??{PH124 8.9}[43]

§93 要按着儿童天真朴素的特点进行教育。教导他们顺从、正直、务实。（《教育特别证言》69、70页）{PH124 9.1}[44]

§94 “The little ones should be educated in childhood in childlike?simplicity. They should be trained to be?obedient, upright, and?practical.”—Special Testimonies on Education, 69, 70.?{PH124 9.1}[44]

§95 应当训练他们的心智去思考，努力记住所指定给他们的工作。（《教育特别证言》223页）{PH124 9.2}[45]

§96 “Their minds should be trained to think, their?memories taxed to remember, their appointed work.”—Special Testimonies on Education, 223.?{PH124 9.2}[45]

§97 父母们应当要求自己的孩子尊重和顺从合理的权威。（《教育论》244页）{PH124 9.3}[46]

§98 “Parents should require their children to?respect?and?obey rightful authority.”—Christian Education, 244.?{PH124 9.3}[46]

§99 应当教育和训练儿童，使他们知道，他们定会遭遇试探、困难和危险的。要教导他们控制自己并勇敢地战胜困难。……这样，他们就会有坚强的品格，维护正义，坚持原则。（《基督化教育》14页）{PH124 9.4}[47]

§100 “Children should be trained and educated so that they may expect to meet with difficulties, as well as with temptations and dangers. They should be taught to have?control over themselves,?and to?overcome difficulties?nobly; ...then ...they will have strength of character to stand for the right and preserve principle.”—Christian Education, 14.?{PH124 9.4}[47]

§101 许多孩子因为在工作时没有得到鼓励和少许的帮助，便感灰心而时常改变目标。他们也会将这种不幸的弱点带进成年的生活中。他们因为未受教导在困难灰心之时应有恒心毅力，以致屡试屡败，一事无成。（《基督化教育》15页）{PH124 9.5}[48]

§102 “Many children, for want of words of encouragement, and a little assistance in their efforts in childhood and youth, become disheartened, and change from one thing to another. And they carry this sad defect with them in mature life. They cannot make a success of anything they engage in; for they have not been taught to?persevere under discouraging circumstances.”—Christian Education, 15.?{PH124 9.5}[48]

§103 14.孩子要成为基督徒—小孩子也可以成为基督徒，获得与其年龄相称的经验。……他们需要在属灵的事上受教。父母应向他们提供一切方便，使他们按着基督可爱的品德，塑造自己的品格。（《教育特别证言》71页）{PH124 9.6}[49]

§104 14—Children to Be Christians—“The little children may be Christians, having an experience in accordance with their years.... They need to be educated in spiritual things; and parents are to give them every advantage, that they may form characters after the similitude of Christ’s lovely character.”—Special Testimonies on Education, 71.?{PH124 9.6}[49]

§105 要教导孩子们基督是他们个人的救主；他们可以藉着把心献给祂的简单过程而成为祂的门徒。（《教育特别证言》223页）{PH124 9.7}[50]

§106 “Children should be ...taught that Christ is their personal Saviour, and that by the simple process of giving their hearts and minds to Him they become His disciples.”—Special Testimonies on Education, 223.?{PH124 9.7}[50]

§107 【对忠心父母的应许】

§108 “让小孩子到我这里来，不要禁止他们；因为在上帝国的，正是这样的人”（可10:14）。耶稣爱小孩，祂正注意要看父母们如何在做自己的工作。……我们无论在其它什么工作上失败，也要在为我们儿女所做的工作上周到彻底。若是他们从家庭训练出来，纯洁而善良，若是他们在上帝为世界制定的美好大计中充任最小最低微的位置，我们一生的工作也决不会被称为失败。（《基督化教育》174、175页）{PH124 9.8}[51]

§109 【Promises to the Faithful Parent】

§110 “‘Suffer the little children to come unto Me, and forbid them not: for of such is the kingdom?of God.’ Jesus loves the little ones, and He is watching to see how parents are doing their work.... In whatever else we may fail, let us be thorough in the work for our children. If they go forth from the home training pure and virtuous, if they fill the least and lowest place in God’s great plan of good for the world, our life-work can never be called a failure.”—Christian Education, 174, 175. (See also?Christian Temperance and Bible Hygiene, 60-72.)?{PH124 9.8}[51]

§111 “勇士抢去的岂能夺回，该掳掠的岂能解救吗？但耶和华如此说，就是勇士所掳掠的，也可以夺回，强暴人所抢的，也可以解救，与你相争的我必与他相争，我要拯救你的儿女”（赛49:24、25）。{PH124 10.1}[52]

§112 “Shall the prey be taken from the mighty, or the lawful captive delivered? But thus saith the Lord, Even the captives of the mighty shall be taken away, and the prey of the terrible shall be delivered: for I will contend with him that contendeth with thee, and I will save thy children.”?Isaiah 49:24, 25.?{PH124 10.1}[52]

§113 1.圣经—我们的天父在赐下祂圣言的时候，并没有忽视儿童。在人所写的一切作品中，哪里能找到像圣经故事中这样扣人心弦，适于引起儿童兴趣的内容呢？这些简单的故事，阐明了上帝律法的伟大原则。（《教育论》185页）{PH124 10.2}[53]

§114 1—Bible—“Our heavenly Father, in giving His Word, did not overlook the children. In all that men have written, where can be found anything that has such a hold upon the heart, anything?so well adapted to awaken the interest of the little ones, as the stories of the Bible? In these simple stories may be made plain the great principles of the law of God.”—Education, 185.?{PH124 10.2}[53]

§115 要建立教会学校。要把上帝的圣言教导给你们的儿女，作为他们所有教育的根基。（《证言》卷六195页）{PH124 11.1}[54]

§116 “Establish church schools. Give your children the Word of God as the foundation of all their education.”—Testimonies for the Church 6:195.?{PH124 11.1}[54]

§117 我们当研究圣经，过于一切别的书籍，它是伟大的课本，一切教育的基础。（《证言》卷六131页）{PH124 11.2}[55]

§118 “Above all other books, the Word of God must be our study, the great textbook, the basis of all education.”—Testimonies for the Church 6:131.?{PH124 11.2}[55]

§119 上帝的话，应当作为教育的基础和主题。（《基督教育之研究》16页）{PH124 11.3}[56]

§120 “God’s word must be made the groundwork and subject matter of education.”—Counsels to Parents, Teachers, and Students, 16.?{PH124 11.3}[56]

§121 《旧约》和《新约》要同样地受到重视。……尤其要把《启示录》与《但以理书》联系起来研究。每一个敬畏上帝的教师都要考虑如何清晰地理解和传达我们的救主亲自来告诉祂仆人约翰的福音。（《教育论》191页）{PH124 11.4}[57]

§122 “The Old Testament no less than the New should receive attention.... The book of Revelation, in connection with the book of Daniel, especially demands study. Let every God-fearing teacher consider how most clearly to comprehend and to present the gospel that our Saviour came in person to make known to His servant John.”—Education, 191.?{PH124 11.4}[57]

§123 不要以为圣经是让孩子感到乏味的书。在智慧导师的引导之下，圣经会越来越令人满意。它会成为他们的生命之粮，永远不会陈旧。（《文稿》?1897年12月15日）{PH124 11.5}[58]

§124 “Do not think the Bible will become a tiresome book to the children. Under a wise instructor the work will become more and more desirable. It will be to them as the bread of life, and will never grow old.”—MS., December 15, 1897.?{PH124 11.5}[58]

§125 2.大自然—应当将圣经置于儿童和青少年教育的首位，其次便是大自然的课本了。（《教育特别证言》58页）{PH124 11.6}[59]

§126 2—Nature—“While the Bible should hold the first place in the education of children and youth, the book of nature is next in importance.”—Special Testimonies on Education, 58.?{PH124 11.6}[59]

§127 祂（耶稣）天天从有生和无生的自然界这个大图书馆获得知识。……祂研究祂起初亲手所写在地上、海里和空中的教训。在祂传道的时候，祂喜爱用比喻发挥真理的教训，表明祂的心灵是如何地敞开来接受大自然的影响，也说明祂如何在幼年时就喜爱从自己日常生活的环境中收集属灵的教训。如此，当耶稣像任何一个青少年一样寻求明了事物的缘由时，上帝的言语和作为的意义就向祂展开了。……每一个儿童都可以像耶稣那样，从自然界和上帝圣言的篇章中获得知识。（《教育特别证言》158、159页）{PH124 11.7}[60]

§128 “Day by day He [Jesus] gained knowledge from the great library of animate and inanimate nature.... He studied the lessons which His own hand had written in earth and sea and sky. The parables by which, during His ministry, He loved to teach His lessons of truth, show how open His spirit was to the influences of nature, and how, in His youth, He had delighted to gather the spiritual teaching from the surroundings of His daily life. To Jesus the significance of the Word and the works of God unfolded gradually, as He was seeking to understand the reason of?things.... Every child may gain knowledge as Jesus did, from the works of nature and the pages of God’s Holy Word.”—Special Testimonies on Education, 158, 159.?{PH124 11.7}[60]

§129 要让孩子们尽早置身于向他展开这奇妙课本（自然）的环境中，使他观赏那位大美术家在变幻无穷的天空所描绘的辉煌景象，使他熟悉海洋和大地的奇迹，……在创造主的一切作为上向祂学习。此外没有其它方法可以为真教育奠定如此坚定稳固的基础。（《教育论》100、101页）{PH124 12.1}[61]

§130 “So far as possible, let the child from his earliest years be placed where this wonderful lesson book [nature] shall be open before him. Let him behold the glorious scenes painted by the great Master Artist upon the shifting canvas of the heavens, let him become acquainted with the wonders of earth and sea, ...and in all His works learn of the Creator. In no other way can the foundation of a true education be so firmly and surely laid.”—Education, 100, 101.?{PH124 12.1}[61]

§131 整个自然界都是用来解释属灵事物的。（《教育特别证言》59页）{PH124 12.2}[62]

§132 “The whole natural world is designed to be an interpreter of the things of God.”—Special Testimonies on Education, 59.?{PH124 12.2}[62]

§133 小孩子尤应接触自然界。……要教育儿童和青少年思考那伟大艺术家的作品，以大自然动人的优雅为借鉴，来塑造自己的品格。（《教育特别证言》62页）{PH124 12.3}[63]

§134 “The little children should come especially close to nature.... Educate the children and youth to consider the works of the great Master Artist, and to imitate the attractive graces of nature in their character building.”—Special Testimonies on Education, 62.?{PH124 12.3}[63]

§135 3.生理和卫生—要尽早采用简单易懂的课程，教导儿童初级的生理卫生知识。这种工作应该由母亲在家中开始，并在学校里忠实地进行。……每一所学校都应教授生理和卫生知识。……{PH124 12.4}[64]

§136 3—Physiology and Hygiene—“Children should be early taught, in simple, easy lessons, the rudiments of physiology and hygiene. The work should be begun by the mother in the home, and should be faithfully carried forward in the school.... Every school should give instruction in both physiology and hygiene....?{PH124 12.4}[64]

§137 要教导青年学生明白，自然的规律乃是上帝所制定的律法，和十条诫命一样神圣，是生理卫生教育的基本原则。上帝已将管理我们身体组织的定律写在我们的每一根神经、每一块肌肉和每一条纤维上。凡忽略或故意违犯这些规律的，就是得罪我们的创造主。（《教育论》196、197页）{PH124 12.5}[65]

§138 “As the foundation principle of all education in these lines, the youth should be taught that the laws of nature are the laws of God,—as truly divine as are the precepts of the decalogue. The laws that govern our physical organism, God has written upon every nerve, muscle, and fiber of the body. Every careless or wilful violation of these laws is a sin against our Creator.”—Education, 196, 197.?{PH124 12.5}[65]

§139 为了在我们的身子上荣耀上帝，关于人类生命科学的实际知识是必不可少的。因此，最重要的是，在为孩童选择学科时，生理学应当居于首位。（《健康生活》13页）{PH124 12.6}[66]

§140 “A practical knowledge of the science of human life is necessary in order to glorify God in our bodies. It is therefore of the highest importance that among studies selected for childhood, physiology should occupy the first place.”—Health Reformer, in?Healthful Living, 13.?{PH124 12.6}[66]

§141 将生理学作为一门学科引进公立小学是很好的。儿童都应学习生理学。应该将之视为一切教育工作的基础。然后父母们就应留意增设实用卫生学。这会使他们的生理学知识有实际的益处。（《健康生活》13页）{PH124 13.1}[67]

§142 “It is well that physiology is introduced into the common schools as a branch of education. All children should study it. It should be regarded as the basis of all educational effort. And then parents should see to it that practical hygiene be added. This will make their knowledge of physiology of practical benefit.”—Health Reformer, in?Healthful Living, 13.?{PH124 13.1}[67]

§143 传授这些原则的主要条件，就是要使学生认识到这些（生理卫生）原则的重要性，并忠心尽责地实施。……{PH124 13.2}[68]

§144 “The great requisite in teaching these principles [the principles of hygiene and physiology] is to impress the pupil with their importance, so that he will conscientiously put them in practice....?{PH124 13.2}[68]

§145 他们在研究生理学时，若看出自己确实“受造奇妙可畏”（诗139:14），就必肃然起敬。他们非但不会损毁上帝的创作，反而希望竭尽所能地成就造物主的光荣计划。（《教育论》200、201页）{PH124 13.3}[69]

§146 “As in the study of physiology they see that they are indeed ‘fearfully and wonderfully made,’ they will be inspired with reverence. Instead of marring God’s handiwork, they will have an ambition to make all that is possible of themselves, in order to fulfil the Creator’s glorious plan.”—Education, 200, 201.?{PH124 13.3}[69]

§147 4.体育—体育是一切正确教育方法的重要组成部分。（《教育特别证言》32页）{PH124 13.4}[70]

§148 4—Physical Culture—“Physical culture is an essential part of all right methods of education.”—Special Testimonies on Education, 32.?{PH124 13.4}[70]

§149 在家庭中开始的身体训练，应当在学校中继续进行。（《教育特别证言》34页）{PH124 13.5}[71]

§150 “The work of physical training, begun in the home, should be carried on in the school.”—Special Testimonies on Education, 34.?{PH124 13.5}[71]

§151 全身各部——头脑、骨骼和肌肉——和谐一致的活动，对于整个人体组织的充分健康发展来说是必不可少的。（《教育特别证言》33页）{PH124 13.6}[72]

§152 “The harmonious action of all the parts—brain, bone, and muscle—is necessary to the full and healthful development of the entire human organism.”—Special Testimonies on Education, 33.?{PH124 13.6}[72]

§153 当教师这样引起了学生（对身体机构）的兴趣，使他看出体育的重要性时，他就能多帮助学生得到正确的发育，养成良好的习惯。{PH124 13.7}[73]

§154 “As the interest of the student is thus awakened [in the mechanism of the body], and he is led to see the importance of physical culture, much can be done by the teacher to secure proper development and right habits.?{PH124 13.7}[73]

§155 最重要的，就是坐或立都要有良好的姿势。……{PH124 13.8}[74]

§156 “Among the first things to be aimed at should be a correct position, both in sitting and in standing....?{PH124 13.8}[74]

§157 仅次于正确姿势的，是呼吸和声音的训练。……要进行这方面的锻炼，促使深呼吸习惯的养成。{PH124 13.9}[75]

§158 “Next in importance to right position are respiration and vocal culture.... Let exercises be given which will promote this [deep breathing], and see that the?habit?becomes established.?{PH124 13.9}[75]

§159 声音的训练在体育中占有重要的位置，因为它会使肺部扩张加强，从而抵御疾病。（《教育论》198、199页）{PH124 14.1}[76]

§160 “The training of the voice has an important place in physical culture, since it tends to expand and strengthen the lungs, and thus to ward off disease.”—Education, 198, 199.?{PH124 14.1}[76]

§161 5.手艺训练和实际职责—儿童到了入学的年龄，教师就应当与父母合作，把体力劳动继续作为他在学校应尽的本分。（《教育特别证言》38页）{PH124 14.2}[77]

§162 5—Manual Training and Practical Duties—“When the child is old enough to be sent to school, the teacher should co-operate with the parents, and manual training should be continued as a part of his school duties.”—Special Testimonies on Education, 38.?{PH124 14.2}[77]

§163 许多人以为这些事（生活的实际职责）不属于学校工作的范畴；但这种想法是错误的。应当在家庭中教导每一个孩子、在学校中教导每一个学生学习使人在实际上有用所必须的功课。（《教育特别证言》32页）{PH124 14.3}[78]

§164 “Many think that these things [the practical duties of life] are no part of school work; but this is a mistake. The lessons necessary to fit one for practical usefulness should be taught to every child in the home and to every student in the schools.”—Special Testimonies on Education, 32.?{PH124 14.3}[78]

§165 现今手艺训练应比以前更受人注意。……我们的许多男孩，可因此而不致流连街头或酒吧。……青年本身既经过训练，养成勤劳的习惯，学到有用和有益的技术，有谁能估计他们对于社会和国家的价值呢？（《教育论》218、219页）{PH124 14.4}[79]

§166 “Manual Training is deserving of far more attention than it has received.... Multitudes of our boys would thus be kept from the street corner and the groggery.... And the youth themselves, trained to habits of industry, and skilled in lines of useful and productive labor,—who can estimate their value to society and to the nation?”—Education, 218, 219.?{PH124 14.4}[79]

§167 手艺的训练……要养成准确周到的习惯。学生要学习机敏与规律，学习节省时间，使每一行动都具有价值。……要鼓励他们立志不断进步。他们的目标应该使他们的工作尽量达到人的智力与技巧所能达到的完善地步。（《教育论》222页）{PH124 14.5}[80]

§168 “Manual training ...should develop habits of accuracy and thoroughness. Pupils should learn tact and system; they should learn to economize time, and to make every move count. They should ...be inspired with ambition constantly to improve. Let it be their aim to make their work as nearly perfect as human brains and hands can make it.”—Education, 222.?{PH124 14.5}[80]

§169 基督在地上的生活乃是人类大家庭的榜样。……祂学习木工的手艺，用自己的双手在拿撒勒的小作坊中工作。……当祂在童年和青年时期工作的时候，心智和身体都得到了发育。……应当鼓励儿童和青少年用自己的体力做对自己有益和对别人有帮助的事。（《基督教育之研究》147页）{{PH124 14.6}[81]

§170 “In His earth-life, Christ was an example to all the human family.... He learned the carpenter’s trade, and worked with His own hands in the little shop at Nazareth.... As He worked in childhood and youth, mind and body were developed.... In the children and youth an ambition should be awakened to take their exercise in doing something that will be beneficial to themselves and helpful to others.”—Counsels to Parents, Teachers, and Students, 147.?{PH124 14.6}[81]

§171 祂（基督）不愿有任何缺点，甚至在使用工具的事上也是如此。祂的手艺尽善尽美，正像祂品格的完美一样（《教育特别证言》?39页）{PH124 15.1}[82]

§172 “He [Christ] was not willing to be defective, even in the handling of tools. He was perfect as a workman, as He was perfect in character.”—Special Testimonies on Education, 39.?{PH124 15.1}[82]

§173 6.园艺和自然—在手艺训练中最有价值的，莫过于农艺了。……教师要提醒人圣经论到农业的话。……在学习农业时，不但要向学生传授理论，也要给他们实习的机会。（《教育论》219页）{PH124 15.2}[83]

§174 6—Gardening and Nature—“No line of manual training is of more value than agriculture.... Let the teacher call attention to what the Bible says about agriculture.... In the study of agriculture, let pupils be given not only theory, but practice.”—Education, 219.?{PH124 15.2}[83]

§175 我们回复到更简单的生活方式，孩童及青少年必更感兴趣。在园地里作工，可将那抽象功课所引起的疲倦生活，作一番合意的改换。（《证言》卷六179页）{PH124 15.3}[84]

§176 “A return to simple methods will be appreciated by the children and youth. Work in the garden and field will be an agreeable change from the wearisome routine of abstract lessons.”—Testimonies for the Church 6:179.?{PH124 15.3}[84]

§177 教师们在计划栽种花木时，应设法引起学生们对于美化校园和教室的兴趣。这会带来双重的益处。学生决不会破坏自己所美化的地方。同时高尚的品味，遵纪守法的意识和爱护公物的习惯也将得到鼓励。所培养友爱与合作的精神，将使学生受益终身。{PH124 15.4}[85]

§178 “In planning for the culture of plants, let the teacher seek to awaken an interest in beautifying the school grounds and the schoolroom. A double benefit will result. That which the pupils seek to beautify they will be unwilling to have marred or defaced. A refined taste, a love of order, and a habit of care-taking will be encouraged; and the spirit of fellowship and co-operation developed will prove to the pupils a lifelong blessing.?{PH124 15.4}[85]

§179 从事园艺劳动还有一种益处，就是促使学生关心那些未能来到这些美好地方的人。（《教育论》212、213页）{PH124 15.5}[86]

§180 “So also a new interest may be given to the work of the garden, ...as the pupils are encouraged to remember those shut in.”—Education, 212, 213.?{PH124 15.5}[86]

§181 在不同的生长阶段所含的无数教训中，一些最宝贵的教训蕴涵在救主所讲种子生长的比喻中。当父母和教师想要讲授这些教训的时候，他们应当联系实际。要让孩子们亲自开垦土壤播撒种子。（《教育论》104、111页）{PH124 15.6}[87]

§182 “Of the almost innumerable lessons taught in the varied processes of growth, some of the most precious are conveyed in the Saviour’s parable of the growing seed.” “As parents and teachers try to teach these lessons, the work should be made practical. Let the children themselves prepare the soil and sow the seed.”—Education, 104, 111.?{PH124 15.6}[87]

§183 这些直接来自自然界的教训，赋有纯朴的特质，……也有极高的价值。儿童和青少年，各年级的学生，都需要来自这个泉源的教训。自然本身的美，就会引导人心脱离罪恶世界的吸引，倾向清洁、平安与上帝。因此，耕耘是儿童和青少年一项有益的工作，会使他们直接接触自然界和自然界的上帝。（《教育特别证言》60页）{PH124 15.7}[88]

§184 “There is a simplicity and purity in these lessons directly from nature that make them of the highest value.... The children and youth, all classes of students, need the lessons to be derived from this source. In itself the beauty of nature leads the soul away from sin and worldly attractions,?and toward purity, peace, and God. For this reason the cultivation of the soil is good work for children and youth. It brings them into direct contact with nature and nature’s God.”—Special Testimonies on Education, 60.?{PH124 15.7}[88]

§185 大教师让祂的听众与大自然接触，使他们能倾听一切受造之物所发的声音。在他们心地软化、思想开放之后，祂就帮助他们解释所见场景的属灵教训。……我们也当如此教导。（《教育论》102页）{PH124 16.1}[89]

§186 “The great Teacher brought His hearers in contact with nature, that they might listen to the voice which speaks in all created things; and as their hearts became tender and their minds receptive, He helped them to interpret the spiritual teaching of the scenes upon which their eyes rested.... So we should teach.”—Education, 102.?{PH124 16.1}[89]

§187 7.烹饪—不要忘记教导孩子们如何烹调有益健康的食物。你给他们上了有关生理学和卫生食物的课，就是上了一些最有用课程中的头几课，并把度宗教生活所必须的原则，教授给他们。（《基督教育之研究》127页）{{PH124 16.2}[90]

§188 7—Cooking—“Do not neglect to teach your children how to prepare wholesome food. In giving them these lessons in physiology and in good cooking, you are teaching them the first steps in some of the most useful branches of education, and inculcating principles which are needful elements in their religious life.”—Counsels to Parents, Teachers, and Students, 127.?{PH124 16.2}[90]

§189 如果教导姑娘们如何烹饪，特别是如何烤出好面包，她们所受的教育就会有价值得多。（《基督化教育》44页）{PH124 16.3}[91]

§190 “If girls were taught how to cook, especially how to bake good bread, their education would be of far greater value.”—Christian Education, 44. (See also?Education, 245.)?{PH124 16.3}[91]

§191 8.缝纫—要教导姑娘们明白，着装的艺术也包括裁制自己衣服的能力。这是每一个姑娘所应有的抱负。它将成为她独立自助的手段，所以不容忽略。……{PH124 16.4}[92]

§192 8—Sewing—“Let girls be taught that the art of dressing well includes the ability to make their own clothing. This is an ambition that every girl should cherish. It will be a means of usefulness and independence that she cannot afford to miss....?{PH124 16.4}[92]

§193 要教导青年和儿童为自己选择天庭织机上所织成的王袍，就是“洁白的细麻衣”（启19:8），是地上一切圣徒将来要穿的。……要教导儿童：他们若向清洁仁爱的思想敞开心门，做慈善助人的事，那就是穿上了祂荣美品格的外袍。（《教育论》248、249页）{PH124 16.5}[93]

§194 “Let the youth and the little children be taught to choose for themselves that royal robe woven in heaven’s loom,—the ‘fine linen, clean and white,’ which all the holy ones of earth will wear.... Let the children be taught that as they open their minds to pure, loving thoughts and do loving, helpful deeds, they are clothing themselves with His beautiful garment of character.”—Education, 248, 249.?{PH124 16.5}[93]

§195 应当教姑娘们如何裁剪和修补、缝纫衣服，使她们受到人生实际职责的教育。（《基督化教育》19页）{PH124 16.6}[94]

§196 “Young girls should have been instructed to manufacture wearing apparel, to cut, make, and mend garments, and thus become educated for the practical duties of life.”—Christian Education, 19.?{PH124 16.6}[94]

§197 由于时间短促，……我们的孩子也许一直不能入大学，但是他们能在这些重要的学科上受到教育。这些学科能使他们成为真正有用的人，能使他们的心智得到造就，使其能力发挥作用。（《基督教育之研究》293页）{{PH124 17.1}[95]

§198 “Because time is short ...our children may never enter college, but they can obtain an education in those essential branches which they can turn to a practical use, and which will give culture to the mind, and call its powers into exercise.”—Counsels to Parents, Teachers, and Students, 293.?{PH124 17.1}[95]

§199 9.普通学科—所要聘请的教师们，应当在普通的各科目上给人完全的教育，并以圣经作为一切研究的生命和根基。（《证言》卷六198页）{PH124 17.2}[96]

§200 9.?Common Branches.—“Let teachers be employed who will give a thorough education in the common branches, the Bible being made the foundation and the life of all study.”—Testimonies for the Church 6:198.?{PH124 17.2}[96]

§201 教育工作必须从阶梯的最低级向上攀登。普通的课程需要充分而认真地传授。（《基督教育之研究》215页）{{PH124 17.3}[97]

§202 “In education the work of climbing must begin at the lowest round of the ladder. The common branches should be fully and prayerfully taught.”—Counsels to Parents, Teachers, and Students, 215.?{PH124 17.3}[97]

§203 如果教师们从神圣的教师那里领受了亮光和智慧，……他们就必更彻底地传授普通而重要的功课，重视上帝的圣言为从天上来的粮食，以维持众人的属灵生命，将人与基督在上帝里维系在一起。（《教育特别证言》165页）{PH124 17.4}[98]

§204 “If teachers were receiving light and wisdom from the divine Teacher, ...the common, essential branches of education would be more thoroughly taught, and the Word of God would be honored and esteemed as the bread sent down from heaven, which sustains all spiritual life, binding the human agent with Christ in God.”—Special Testimonies on Education, 165.?{PH124 17.4}[98]

§205 充分了解教育的基本常识，不仅应作为升学的条件，也应在学生进步的过程中经常作为测验的内容。（《教育论》234页）{PH124 17.5}[99]

§206 “A thorough knowledge of the essentials of education should be not only the condition of admission to a higher course, but the constant test for continuance and advancement.”—Education, 234.?{PH124 17.5}[99]

§207 10.语言—语言的学习乃是基本的学科之一。在我们所有的学校中，应当特别注意让学生正确地说话、阅读和写作。这些方面的重要性，无法一一枚举。（《基督教育之研究》216页）{{PH124 17.6}[100]

§208 10.?Language.—“One of the fundamental branches of learning is language study. In all our schools special care should be taken to teach the students to use the English language correctly in speaking, reading, and writing. Too much cannot be said in regard to the importance of thoroughness in these lines.”—Counsels to Parents, Teachers, and Students, 216.?{PH124 17.6}[100]

§209 言语的第一要求就是纯洁、仁慈和真诚。它是心中的恩典在外面的表现。（《教育论》235页）{PH124 17.7}[101]

§210 “The chief requisite of language is that it be pure and kind and true,—’the outward expression of an inward grace.’”—Education, 235.?{PH124 17.7}[101]

§211 11.阅读和声音的训练—在朗读课上应教授发音的技巧，在其它课上教师也要向学生强调说话要发音准确。（《基督教育之研究》216页）{{PH124 17.8}[102]

§212 11.?Reading and Voice Culture.—“Voice culture should be taught in the reading class; and in other classes the teachers should insist that the students speak distinctly.”—Counsels to Parents, Teachers, and Students, 216.?{PH124 17.8}[102]

§213 12.拼字，书写和记账—正确地拼字，清晰漂亮地书写，记账，都是必修之课。{PH124 18.1}[103]

§214 12.?Spelling, Writing, Keeping Accounts.—“To spell correctly, to write a clear, fair hand, and to keep accounts, are necessary accomplishments.”—Counsels to Parents, Teachers, and Students, 218.?{PH124 18.1}[103]

§215 儿童在很小的时候，就应教导他们读、写和算术，记自己的账。（《文稿》1897年12月15日）{PH124 18.2}[104]

§216 “Children should be educated to read, write, to understand figures, to keep their own accounts, when very young.”—MS., December 15, 1897.?{PH124 18.2}[104]

§217 13.算术和记账—在学习算术的时候，要追求实用的价值。要教导每一个青少年不仅能解抽象的习题，还能准确地记录自己的收支。要通过实践学会正确用钱。（《教育论》238、239页）{PH124 18.3}[105]

§218 13.?Arithmetic and Accounts.—“In the study of figures the work should be made practical. Let every youth and every child be taught, not merely to solve imaginary problems, but to keep an accurate account of his own income and outgoes. Let him learn the right use of money by using it.”—Education, 238, 239.?{PH124 18.3}[105]

§219 14.历史和预言.—在我们的各学校中，预言和历史应该是所学科目的组成部分。（《基督化教育》212页）{PH124 18.4}[106]

§220 14.?History and Prophecy.—“Prophecy and history should form a part of the studies in our schools.”—Christian Education, 212.?{PH124 18.4}[106]

§221 语言如此，其他每一门学科也是如此。学习的方法必须能加强和建造品格。历史的研究尤其应该这样。要从上帝的观点进行探讨。（《教育论》238页）{PH124 18.5}[107]

§222 “As with language, so with every other study; it may be so conducted that it will tend to the strengthening and upbuilding of character. Of no study is this true to a greater degree than of history. Let it be considered from the divine point of view.”—Education, 238.?{PH124 18.5}[107]

§223 15.地理和宣教—熟悉产生同情；同情乃是有效服务之源。要让儿童和青少年对“以外的地方”千千万万受苦的人激发起同情和牺牲的精神，就要使他们熟悉这些地方和民族。我们的学校在这一方面有许多工作可以做。……与其让他们记忆一连串与他们的人生毫无关系、离开学校后很少想到的人名和理论，不如让他们依据布道工作的需要研究各地概况，熟悉各民族与他们的需要。（《教育论》269页）{PH124 18.6}[108]

§224 15.?Geography and Missions.—“It is acquaintance that awakens sympathy, and sympathy is the spring of effective ministry. To awaken in the children and youth sympathy and the spirit of sacrifice for the suffering millions in the ‘regions beyond,’ let them become acquainted with these lands and their peoples. In this line much might be accomplished in our schools.... Instead of burdening their memories with an array of names and theories that have no bearing upon their lives, and to which, once outside the schoolroom, they rarely give a thought, let them study all lands in the light of missionary effort, and become acquainted with the peoples and their needs.”—Education, 269.?{PH124 18.6}[108]

§225 16.唱歌—作为一种教育的方式，诗歌的价值不可轻视。……在学校中应当有歌声，这样，学生就会更靠近上帝，接近教师，并互相接近。（《教育论》168页）{PH124 18.7}[109]

§226 16.?Singing.—“The value of song as a means of education should never be lost sight of.... Let there be singing in the school, and the pupils?will be drawn closer to God, to their teachers, and to one another.”—Education, 168.?{PH124 18.7}[109]

§227 17.传道工作—孩子们特别需要……教师。……他们应当有真正的传道精神，因为孩子们必须受训成为传道者。（《证言》卷六201页）{PH124 19.1}[110]

§228 17.?Missionary Work.—“Teachers are needed, especially for the children who ...have the true missionary spirit; for the children are to be trained to become missionaries.”—Testimonies for the Church 6:201.?{PH124 19.1}[110]

§229 孩子们在这里（我们的教会学校）应当受到……实际传道工作的教导。他们应当争取加入工人的队伍，帮助有病和受苦的人。孩童可以参加医疗布道工作，以他们一点一滴的努力来帮助推进这项工作。他们的投资或许是微小的，但他们的每一点努力，都能奏效，赢得许多人归向真理。（《证言》卷六203页）{PH124 19.2}[111]

§230 “Here [in our church schools] children are to be instructed in ...practical missionary work. They are to enlist in the army of workers to help the sick and the suffering. Children can take part in the medical missionary work, and by their jots and tittles can help to carry it forward. Their investments may be small, but every little helps, and by their efforts many souls will be won to the truth.”—Testimonies for the Church 6:203.?{PH124 19.2}[111]

§231 我们的学校是上帝特别的工具，要准备儿童和青少年做传道工作。（《教育特别证言》222页）{PH124 19.3}[112]

§232 “Our schools are the Lord’s special instrumentality to fit up the children and youth for missionary work.”—Special Testimonies on Education, 222.?{PH124 19.3}[112]

§233 儿童是上帝的产业，应当训练他们为祂服务。这种严肃神圣的工作，落在父母和教师身上，是他们不能规避或忽视的。（《教育特别证言》72页）{PH124 19.4}[113]

§234 “Children are a heritage of the Lord, and are to be trained for His service. This is the work that rests upon parents and teachers with solemn, sacred force, which they cannot evade or ignore.”—Special Testimonies on Education, 72.?{PH124 19.4}[113]

§235 我们学校中的全部学习路线，都应当是为不朽的来生预备一班人。（《教育特别证言》232页）{PH124 19.5}[114]

§236 【Summary】

§237 “The whole line of study in our schools should be to prepare a people for the future, immortal life.”—Special Testimonies on Education, 232.?{PH124 19.5}[114]

§238 【教会学校工作的宗旨】

§239 教会学校若办理得当，就能在他们建立的地区高举起真理的旗帜；因为那些接受基督教育的孩子必要为基督作见证。耶稣怎样在圣殿里解开祭司和官长们所无法洞悉的奥秘，照样，那些受过正当教育的孩子也必用简明的语言使那些高谈“高等教育”的人惊讶不已。当日孩童怎样在圣殿和外院高唱“和散那，奉主名来的是有福的”（可11:9）！在这末后的日子，孩子们照样要发声向这濒临毁灭的世界传扬最后警告的信息。当天上的生灵看见成年人不再蒙允许传扬真理的时候，上帝的灵就会降在孩童们身上，使他们作成年长的工人所无法再作的传扬真理的工作，因为年长工人的路将被阻塞。{PH124 19.6}[115]

§240 【Purpose of Church School Work】

§241 “When properly conducted, church schools will be the means of lifting the standard of truth in the places where they are established; for children who are receiving a Christian education will be witnesses for Christ. As Jesus in the temple solved the mysteries which priests and rulers had not discerned, so in the closing work of this earth, children who have been rightly educated will in their simplicity speak words which will be an astonishment to men who now talk of ‘higher education.’ As the children sang in the temple courts, ‘Hosanna! Blessed is He that cometh in the name?of the Lord,’ so in these last days, children’s voices will be raised to give the last message of warning to a perishing world. When heavenly intelligences see that men are no longer permitted to present the truth, the Spirit of God will come upon the children, and they will do a work in the proclamation of the truth which the older workers cannot do, because their way will be hedged up.?{PH124 19.6}[115]

§242 我们的教会学校是上帝所命定要预备孩子们参加这项伟大工作的机构。孩子们在这里应当受到现代特别真理和实际传道工作的教导。……上帝的信息必然传开，祂的救恩必传到各国。（《证言》卷六202、203页）{PH124 20.1}[116]

§243 “Our church schools are ordained by God to prepare the children for this great work. Here children are to be instructed in the special truths for this time.... By them God’s message will be made known, and His saving health to all nations.”—Testimonies for the Church 6:202, 203.?{PH124 20.1}[116]

§244 1.?圣经—圣经是我们世上最完美的教科书。（《教育特别证言》19页）{PH124 20.2}[117]

§245 1.?The Bible.—“The Word of God is the most perfect educational book in our world.”—Special Testimonies on Education, 19.?{PH124 20.2}[117]

§246 上帝的道要屹立为我们世上最高的教科书，并且要受到尊敬的对待。（《教育特别证言》233页）{PH124 21.1}[118]

§247 “The word of God is to stand as the highest educating book in our world, and is to be treated with reverential awe.”—Special Testimonies on Education, 233.?{PH124 21.1}[118]

§248 若把圣经用作我们学校的课本，就会发现它……远比世上的任何其它书籍都有效。（《基督化教育》108页）{PH124 21.2}[119]

§249 “If used as a textbook in our schools, it will be found far more effective than any other book in the world.”—Christian Education, 108.?{PH124 21.2}[119]

§250 只有圣经向我们提供了有关我们世界受造的可靠记载，所以应成为我们学校的主要学科。（《评论与通讯》1909年11月11日〈给教师的勉言〉）{PH124 21.3}[120]

§251 “It is the Word of God alone that gives to us an authentic account of the creation of our world. This Word is to be the chief study in our schools.”—The Review and Herald, November 11, 1909, art.?“Counsel to Teachers.”?{PH124 21.3}[120]

§252 不信的作品，决不可与圣经夹在一起带进我们的学校。上帝的话，应当作为教育的基础和主题。（《基督教育之研究》16页）{{PH124 21.4}[121]

§253 “The Bible should not be brought into our schools to be sandwiched between infidelity. God’s Word must be made the groundwork and subject-matter of education.”—Counsels to Parents, Teachers, and Students, 16.?{PH124 21.4}[121]

§254 所要聘请的教师们，应当在普通的各科目上给人完全的教育，并以圣经作为一切研究的生命和根基。（《证言》卷六198页）{PH124 21.5}[122]

§255 “Let teachers be employed who will give a thorough education in the common branches, the Bible being made the foundation and the life of all study.”—Testimonies for the Church 6:198.?{PH124 21.5}[122]

§256 有多少人相信基督的十字架功效呢？有多少人研究它，理解它的真正意义呢？若没有基督的十字架，世界上就没有基督徒。那么就始终将基督的十字架摆在各学校面前作为所有真教育的基础吧。要离开世上的楷模，不再夸耀世上的所谓伟人，从心中消除一切事物的荣耀，只夸基督的十字架。保罗说：“我断不以别的夸口，只夸我们主耶稣基督的十字架”。（《青年导报》1898年7月7日〈圣经是我们的课本〉）{PH124 21.6}[123]

§257 “The cross of Christ,—how many believe it to be what it is? How many bring it into their studies, and know its true significance? There could not be a Christian in our world without the cross of Christ. Then keep it before the schools as the foundation of all true education. Turn from the examples of the world, cease to extol the professedly great men; turn the mind from the glory of everything save the cross of Christ. Said Paul, ‘God forbid that I should glory, save in the cross of our Lord Jesus Christ.’”The Youth’s Instructor, July 7, 1898, art.?“God’s Word our Study Book.”?{PH124 21.6}[123]

§258 圣经是古时的先知学校中最重要的课程，也应在一切教育系统中置于首要位置，因为认识上帝是一切正确教育的基础。我们的学校若以圣经为课本，就能在心灵和道德上成就科学和哲学书籍所不能成就的事。作为一本培养增强智力、提练纯化品格的书它是无与伦比的。（《基督教育之研究》422页）{{PH124 21.7}[124]

§259 The Holy Scriptures were the essential study in the schools of the prophets, and they should hold the first place in every educational system; for the foundation of all right education is a knowledge of God. Used as a textbook in our schools, the Bible will do for mind and morals what cannot be done by books of science and philosophy. As a book to discipline and strengthen the intellect, to ennoble, purify, and refine the character, it is without a rival.”—Counsels to Parents, Teachers, and Students, 422.?{PH124 21.7}[124]

§260 如今我们没有给圣经应有的重视。在儿童和青少年的教育中，圣经没有比其它的书更受尊重。学生们花数年时间获得教育。他们研究的各种作品，通过那些含有世人研究成果的书而熟悉了科学和哲学。可是那来自于神圣教师的圣书，在很大的程度上却被忽略了。它的价值没有受到重视，它的财富仍然埋藏着。{PH124 22.1}[125]

§261 “The Bible has not received the close attention it deserves. It has not been honored above every other book in the education of children and youth. Students devote years to acquiring an education. They study different authors, and become acquainted with science and philosophy through books containing the results of human research; but the Book that comes from the divine Teacher has, to a great extent, been neglected. Its value is not discerned; its treasures remain hidden.?{PH124 22.1}[125]

§262 这样的教育是有缺陷的。这些大有学问的人究竟是谁呢？青年人的心智和品格竟要受他们观点的熏陶？他们尽管用笔和口发表他们最好的研究成果，可是他们对上帝的作为只不过了解一点点而已。他们竟凭短浅的眼光把这称为科学，将它高举在科学的上帝之上。（《基督教育之研究》423页）{PH124 22.2}[126]

§263 “An education of this character is defective. Who and what are these men of learning, that the minds and characters of the young should be molded by their ideas? They may publish with pen and voice the best results of their reasoning; but they grasp only an item of the work of God, and in their shortsightedness, calling it science, they exalt it above the God of science.”—Counsels to Parents, Teachers, and Students, 423.?{PH124 22.2}[126]

§264 2.?哲学—圣经中包括一个简单而全面的神学和哲学体系。（《基督教育之研究》422页）{PH124 22.3}[127]

§265 2.?Philosophy.—“The Bible contains a simple and complete system of theology and philosophy.”—Counsels to Parents, Teachers, and Students, 442.?{PH124 22.3}[127]

§266 在圣经中有……最深奥的哲学。（《教育特别证言》25页）{PH124 22.4}[128]

§267 “Here in the Word is ...the most profound philosophy.”—Special Testimonies on Education, 25.?{PH124 22.4}[128]

§268 不承认上帝的哲学探讨和科学研究是绝对有害的。（《基督教育之研究》423、424页）{PH124 22.5}[129]

§269 “Cold, philosophical speculations and scientific research in which God is not acknowledged, are a positive injury.”—Counsels to Parents, Teachers, and Students, 423, 424.?{PH124 22.5}[129]

§270 上帝的话乃是真哲学、真科学。（《基督教育之研究》433页）{PH124 22.6}[130]

§271 “God’s word is true philosophy, true science.”—Counsels to Parents, Teachers, and Students, 433.?{PH124 22.6}[130]

§272 正确地看待髑髅地十字架，乃是真正的哲学，是清洁没有玷污的宗教。（《青年导报》1898年7月7日《圣经是我们的课本》）{PH124 22.7}[131]

§273 “The cross of Calvary, rightly regarded, is true philosophy, pure and undefiled religion.”—The Youth’s Instructor, July 7, 1898, art.?“God’s Word Our Study Book.”?{PH124 22.7}[131]

§274 【家政学】

§275 3.?家政—手艺的训练在以色列人看来乃是一个义务。……有关家务工作的知识对于每个妇女来说，也被认为是很重要的。这些工作的技艺即使对于最尊贵的妇女也被视为一种尊荣。（《基督教育之研究》276页）{PH124 22.8}[132]

§276 【Domestic Science】

§277 3.?Home-Making.—“By the Israelites, industrial training was regarded as a duty.... A knowledge of the duties pertaining to housewifery was considered essential for every woman; and skill in these duties was regarded as an honor to women of the highest station.”—Counsels to Parents, Teachers, and Students, 276.?{PH124 22.8}[132]

§278 家务劳动的锻炼对于少女有极大的益处。体力劳动决不会妨碍脑力的培养。体力劳动会使人均衡成长，防止脑力过分劳累。……体格的健康以及对于必要家务的实际知识，都是很重要的，决不会阻碍脑力的发育。（《基督教育之研究》287、288页）{{PH124 22.9}[133]

§279 “Exercise in household labor is of the greatest?advantage to young girls. Physical labor will not prevent the cultivation of the intellect: far from it. The advantages gained by physical labor will balance a person, and prevent the mind from being overworked.... Physical soundness and a practical knowledge of all the necessary household duties, will never be a hindrance to a well-developed intellect; both are highly important.”—Counsels to Parents, Teachers, and Students, 287, 288.?{PH124 22.9}[133]

§280 我们原应有经验丰富的教师来教导少女烹调的技术。应当教她们如何裁剪和修补、缝纫衣服，使她们受到人生实际职责的教育。……{PH124 23.1}[134]

§281 “There should have been experienced teachers to give lessons to young ladies in the cooking department. Young girls should have been taught how to cut, make, and mend garments, and thus become educated for the practical duties of life....?{PH124 23.1}[134]

§282 有许多已婚成家的女子，对于作妻子作母亲的职务几乎没有什么实际的认识。她们能阅读、能奏乐，却不会烹调。她们不会做美味的餐食，而这对于家庭的健康又是很重要的。她们不会裁剪缝纫，因为她们从来没有学过。……由于她们对这些生活上最重要的职责无可原谅的无知，致使许多家庭没有幸福。（《基督教育之研究》289、290页）{{PH124 23.2}[135]

§283 “There are very many girls who are married and have families who have but little practical knowledge of the duties devolving upon a wife and mother. They can read, and play upon an instrument of music; but they cannot cook. They cannot make good bread, which is very essential to the health of the family. They cannot cut and make garments, for they have never learned how.... It is this inexcusable ignorance in regard to the most needful duties of life which makes very many unhappy families.”—Counsels to Parents, Teachers, and Students, 289, 290.?{PH124 23.2}[135]

§284 男人和女人既然都是组建家庭的一分子，男女儿童就都要学习做家务。铺床叠被、整理房间、洗碗作饭、洗涤修补自己的衣服等，决不会使男孩子减少丈夫的气概，反而会使他成为更愉快更有用的人。反过来，姑娘若能学习怎样驾车驭马，使用锯，锤、耙，锄等工具，她们就必更能应付生活上的紧急需要了。（《教育论》216、217页）{PH124 23.3}[136]

§285 “Since both men and women have a part in home-making, boys as well as girls should gain a knowledge of household duties. To make a bed and put a room in order, to wash dishes, to prepare a meal, to wash and repair his own clothing, is a training that need not make any boy less manly; it will make him happier and more useful. And if girls, in turn, could learn to harness and drive a horse, and to use the saw and the hammer, as well as the rake and the hoe, they would be better fitted to meet the emergencies of life.”—Education, 216, 217.?{PH124 23.3}[136]

§286 在各学府中，应当聘请富有经验的老师教导青年女子们炊事秘诀。家务的知识对于每一位妇女都是无价之宝。（《时兆》1882年6月29日文章《体育的重要性》{PH124 23.4}[137]

§287 “In institutions of learning, experienced teachers should be employed to instruct young ladies in the mysteries of the kitchen. A knowledge of?domestic duties is beyond price to every woman.”—The Signs of the Times, June 29, 1882, art.?“Importance of Physical Training.”?{PH124 23.4}[137]

§288 4.?服装制作—教育若不包括着装的正确原则就不完整。没有这方面的课程，教育工作往往就显得落后，偏离原旨。爱好打扮，崇尚时髦，乃是教师最可怕的对手和最顽强的障碍。（《教育论》246页）{PH124 24.1}[138]

§289 4.?Dressmaking.—“No education can be complete that does not teach right principles in regard to dress. Without such teaching, the work of education is too often retarded and perverted. Love of dress, and devotion to fashion, are among the teacher’s most formidable rivals, and most effective hindrances.”—Education, 246.?{PH124 24.1}[138]

§290 要引导青年人看到，在服装方面和在饮食方面一样，简单的生活是高尚的思想所不可或缺的。……{PH124 24.2}[139]

§291 “Lead youth to see that in dress, as in diet, plain living is indispensable to high thinking....?{PH124 24.2}[139]

§292 要教导姑娘们明白，着装的艺术也包括裁制自己衣服的能力。这是每一个姑娘所应有的抱负。它将成为她独立自助的手段，所以不容忽略。（《教育论》248、249页）{PH124 24.3}[140]

§293 “Let the girls be taught that the art of dressing well includes the ability to make their own clothing. This is an ambition that every girl should cherish. It will be a means of usefulness and independence that she cannot afford to miss.”—Education, 248, 249.?{PH124 24.3}[140]

§294 5.?烹饪—在我们所有的学校中都应配备适于教授烹饪的人。要开设烹饪课。那些受训练从事圣工的人，由于不知道如何做美味而卫生的食物而遭到了许多损失。{PH124 24.4}[141]

§295 5.?Cooking.—“In all our schools there should be those who are fitted to teach cooking. Classes for instruction in this subject should be held. Those who are receiving a training for service suffer a great loss when they do not gain a knowledge of how to prepare food so that it is both wholesome and palatable.?{PH124 24.4}[141]

§296 烹调的科学并非区区小事，出色地预备食物乃是最重要的技艺之一，应被视为最有价值的技术之一。因为它与人的生活密切相关。……{PH124 24.5}[142]

§297 “The science of cooking is not a small matter. The skilful preparation of food is one of the most essential arts. It should be regarded as among the most valuable of all the arts, because it is so closely connected with the life....?{PH124 24.5}[142]

§298 我们应当教导青年男女如何经济地烹调食物，不用任何肉食。……{PH124 24.6}[143]

§299 “Both young men and young women should be taught how to cook economically, and to dispense with everything in the line of flesh food....?{PH124 24.6}[143]

§300 妇女尤其需要学习如何烹饪。在女孩所受的教育中，还有哪一部分比这重要呢？（《基督教育之研究》312、313页）{{PH124 24.7}[144]

§301 “Women especially should learn how to cook. What part of the education of a girl is so important as this?”-Counsels to Parents, Teachers, and Students, 312, 313.?{PH124 24.7}[144]

§302 6. 科学—我们在种种科学的研究上，也可获得关于创造主的知识。一切真正的科学无非是讲解上帝在物质世界中的手迹。科学从其研究中只能发现上帝智慧和权能的种种新证据。如果正当地加以了解，自然界的课本和上帝的圣经都教训我们一些有关上帝所施行智慧和仁慈的律法，使我们认识祂。{PH124 24.8}[145]

§303 6. Science.—“In the study of the sciences also, we are to obtain a knowledge of the Creator. All true science is but an interpretation of the handwriting of God in the material world. Science?brings from her research only fresh evidence of the wisdom and power of God. Rightly understood, both the book of nature and the written Word make us acquainted with God by teaching us something of the wise and beneficent laws through which He works.?{PH124 24.8}[145]

§304 教师应当帮助学生在天地万物中看出上帝来。他们应当效法那位大教师的榜样。祂经常从听众所熟悉的自然界景物中说明祂的教训，使之简明易懂，并更深刻地在他们心中留下印象。（《先祖与先知》599页）{PH124 25.1}[146]

§305 “The student should be led to see God in all the works of creation. Teachers should copy the example of the Great Teacher, who from the familiar scenes of nature drew illustrations that simplified His teachings, and impressed them more deeply upon the minds of His hearers.”—Patriarchs and Prophets, 599.?{PH124 25.1}[146]

§306 各门科学知识乃是力量。上帝的旨意也要我们的学校教授先进的科学，作为世界历史结束之前要做之工的一项预备。（《评论与通讯》1891年12月1日）{PH124 25.2}[147]

§307 “A knowledge of science of all kinds is power, and it is in the purpose of God that advanced science shall be taught in our schools as a preparation for the work that is to precede the closing scenes of earth’s history.”—The Review and Herald, December 1, 1891.?{PH124 25.2}[147]

§308 不可用人的科学观点来检验圣经，而应使科学接受那无误标准的检验。但是科学的研究也不可忽视。为此必须使用一些书。但是这些书必须与圣经和谐，因为圣经乃是标准。（《教育特别证言》56、57页）{PH124 25.3}[148]

§309 “The Bible is not to be tested by men’s ideas of science, but science is to be brought to the test of the unerring standard. Yet the study of the sciences is not to be neglected. Books must be used for this purpose; but they should be in harmony with the Bible, for that is the standard.”—Special Testimonies on Education, 56, 57.?{PH124 25.3}[148]

§310 上帝要求我们学校的教师成为有成效的人。如果他们在属灵的悟性上长进，他们就会看出，他们不缺乏科学知识是多么的重要。敬虔和宗教经验是真教育的基础。……教师需要虔诚，也需要各门学科充分的知识。（《基督化教育》51页）{PH124 25.4}[149]

§311 “God wants the teachers in our schools to be efficient. If they are advanced in spiritual understanding, they will feel that it is important that they should not be deficient in the knowledge of the sciences. Piety and a religious experience lie at the very foundation of true education.... While they need no less of piety, they also need a thorough knowledge of the sciences.”—Christian Education, 51.?{PH124 25.4}[149]

§312 我们学校的教学，应当把属灵事物和自然界事物结合起来。地球运行的规律说明它是处在一位无限的上帝的管理之下。属灵界和自然界的原理是一样的。你若在你的求学中排除上帝，所得的就是一种残缺片面的教育，对于那真会给人带来能力的救恩大能却一无所知。自然界的作者也是圣经的作者。创造主和基督教的上帝是同一位神。（《基督教育之研究》395页）{{PH124 25.5}[150]

§313 “In the instruction given in our schools, the natural and the spiritual are to be combined. The laws obeyed by the earth reveal the fact that it is under the masterly power of an infinite God. The same principles run through the spiritual and the natural world. Divorce God from the acquisition of knowledge, and you have a lame, one-sided?education, dead to all the saving qualities that give true power to man. The Author of nature is the Author of the Bible. Creation and Christianity have one God.”—Counsels to Parents, Teachers, and Students, 395.?{PH124 25.5}[150]

§314 7. 地质学—除了圣经的历史之外，地质学并不能证明任何确定的说法。……地下所发掘的遗物固然可以证明那时的情形与现今确有许多不同之处，但是这些情形所存在的时代只有根据圣经的记载才能确定。在洪水的故事中，圣经所说明的事是地质学家所永不能单靠自己去推测出来的。挪亚时代的人和动植物比现代的大过数倍。他们都已埋在地下，藉此保留作为后世的凭据，证明那时的世界是被洪水所灭的。上帝的旨意是要这些遗迹被发现，使人更能相信圣经的记载。（《先祖与先知》112页》）{PH124 26.1}[151]

§315 7. Geology.—“Apart from Bible history, geology can prove nothing.... Relics found in the earth do give evidence of conditions differing in many respects from the present; but the time when these conditions existed can be learned only from the Inspired Record. In the history of the flood, inspiration has explained that which geology alone could never fathom. In the days of Noah, men, animals, and trees, many times larger than now exist, were buried, and thus preserved as an evidence to later generations that the antediluvians perished by a flood. God designed that the discovery of these things should establish faith in inspired history.”—Patriarchs and Prophets, 112.?{PH124 26.1}[151]

§316 在洪水的时候，地面破裂了，发生了显著的变化。到了地壳还原的时候，保留下了许多以前生物的证据。洪水时埋在地下的大森林，变成了大煤田，并产生大量的石油，服务于我们今日的舒适与便利。这些事情一经说明，就成了证明上帝圣言真实性的许多见证。（《教育论》129页）{PH124 26.2}[152]

§317 “At the flood the surface of the earth was broken up, marked changes took place, and in the re-formation of the earth’s crust were preserved many evidences of the life previously existing. The vast forests buried in the earth at the time of the flood, and since changed to coal, form the extensive coal fields, and yield the supplies of oil, that minister to our comfort and convenience today. These things, as they are brought to light, are so many witnesses mutely testifying to the truth of the Word of God.”—Education, 129.?{PH124 26.2}[152]

§318 8. 手艺训练—许多青年人需要获得我们学校的益处。他们需要学习锻炼身体的功课，这功课会教导他们如何度积极有为的人生。学生们应当在有智慧和敬虔之教师的指导下学习各种工作。每一项工作都应按照最彻底、最有次序的方式进行。长期的经验和智慧使我们能制订计划并付诸实行。（《基督教育之研究》315页）{{PH124 26.3}[153]

§319 8. Manual Training.—“A much larger number of young people need to have the advantages of our schools. They need the manual training course, which will teach them how to live an active, energetic life. Under wise, judicious, God-fearing directors, the students are to be taught different kinds of labor. Every branch of the work is to be conducted in the most thorough, systematic way that long experience and wisdom can enable us to plan and execute.”—Counsels to Parents, Teachers, and Students, 315.?{PH124 26.3}[153]

§320 现今手艺训练应比以前更受人注意。所建立的学校，除了实施最高的智育与德育之外，还应配备最好的体育和实业训练设施。要传授农业、工业知识，尽可能多地包括最实用的手艺，还要传授家庭理财、卫生烹饪、缝纫、健康服装的制作、疾病的护理等科目。要有园圃、工场和诊所等，各部门的工作均应有熟练教师的指导。（《教育论》218页）{PH124 26.4}[154]

§321 “Manual training is deserving of far more attention than it has received. Schools should be?established that, in addition to the highest mental and moral culture, shall provide the best possible facilities for physical development and industrial training. Instruction should be given in agriculture, manufactures,—covering as many as possible of the most useful trades,—also in household economy, healthful cookery, sewing, hygienic dressmaking, the treatment of the sick, and kindred lines. Gardens, workshops, and treatment-rooms should be provided, and the work in every line should be under the direction of skilled instructors.”—Education, 218.?{PH124 26.4}[154]

§322 在我们学校应当举办各种实业。所要传授的劳动知识应当包括记账、木工和一切农活。要准备教授铁匠、绘画、制鞋、烹饪、做面包、洗涤、修补、打字和印刷等技艺工作。我们要利用一切条件来为这些训练服务，使我们的学生出去时能胜任实际生活的种种职责。（《基督教育之研究》310页）{{PH124 27.1}[155]

§323 “Various industries should be carried on in our schools. The industrial instruction given should include the keeping of accounts, carpentry, and all that is comprehended in farming. Preparation should be made for the teaching of blacksmithing, painting, shoemaking, and for cooking, baking, washing, mending, typewriting, and printing. Every power at our command is to be brought into this training work, that students may go forth well equipped for the duties of practical life.”—Counsels to Parents, Teachers, and Students, 310.?{PH124 27.1}[155]

§324 学校应当为女学生预备各种工艺，使她们获得全面而实际的教育。要教导她们做衣服和园艺，栽培花朵，种植草莓。这样，她们既学习了有用的劳动知识，又进行了有益于健康的户外锻炼。{PH124 27.2}[156]

§325 “For the lady students there are many employments which should be provided, that they may have a comprehensive and practical education. They should be taught dressmaking and gardening. Flowers should be cultivated and strawberries planted. Thus, while being educated in useful labor, they will have healthful outdoor exercise.?{PH124 27.2}[156]

§326 要教授装订书籍和其他技术。这些工作不仅能使人进行身体操练，而且能给人以有价值的知识。（《基督教育之研究》312页）{{PH124 27.3}[157]

§327 “Bookbinding and a variety of other trades should be taught, which will not only furnish physical exercise, but will impart valuable knowledge.”—Counsels to Parents, Teachers, and Students, 312.?{PH124 27.3}[157]

§328 这种工作需要有一定的目的，并且做得彻底。每一个人对于各种不同的技术固然需要一些常识，但至少必须精通一门。每一位青年在离开学校的时候，应当掌握一门技术或手艺，以便在必要时谋生。{PH124 27.4}[158]

§329 “The work should have a definite aim, and should be thorough. While every person needs some knowledge of different handicrafts, it is indispensable that he become proficient in at least one. Every youth, on leaving school, should have acquired a knowledge of some trade or occupation by which, if need be, he may earn a livelihood.?{PH124 27.4}[158]

§330 反对在学校开展实业训练最常见的理由，就是耗资巨大。但是所能达到的目的，值得付出这种代价。那托付给我们的工作，没有比训练青年更重要的了，为妥善完成这项工作所花的一切经费，都不是浪费的。{PH124 28.1}[159]

§331 “The objection most often urged against industrial training in the schools is the large outlay involved. But the object to be gained is worthy of its cost. No other work committed to us is so important as the training of the youth, and every outlay demanded for its right accomplishment is means well spent.?{PH124 28.1}[159]

§332 即使从经济效果来看，手艺训练所需要的经费，仍是一种最可靠的投资。我们的许多男孩，可因此而不致流连街头或酒吧。从医院和感化院节省下来的钱，足可抵消开设园圃、工场和浴室的费用。青年本身既经过训练，养成勤劳的习惯，学到有用和有益的技术，有谁能估计他们对于社会和国家的价值呢？（《教育论》218、219页）{PH124 28.2}[160]

§333 “Even from the viewpoint of financial results, the outlay required for manual training would prove the truest economy. Multitudes of our boys would thus be kept from the street corner and the groggery; the expenditure for gardens, workshops, and baths would be more than met by the saving on hospitals and reformatories. And the youth themselves, trained to habits of industry, and skilled in lines of useful and productive labor,—who can estimate their value to society and to the nation?—Education, 218, 219.?{PH124 28.2}[160]

§334 许多人心中问道，我们学校搞手艺劳动合算吗？如不合算是否应该推行？{PH124 28.3}[161]

§335 “In many minds the question will arise, Can industrial work in our schools be made to pay? and if it cannot, should it be carried forward??{PH124 28.3}[161]

§336 手艺劳动在一开始就能盈利是不可能的。有时上帝容许我们亏损，为了使我们获得教训以免遭更大损失。凡已在手艺劳动中遭受经济损失的人，务要仔细研究，找出原因，尽力改善经营管理，争取以后不再亏损。……{PH124 28.4}[162]

§337 “It would be surprising if industries could be made to pay immediately on being started. Sometimes God permits losses to come to teach us lessons that will keep us from making mistakes that would involve much larger losses. Let those who have had financial losses in their industrial work, search carefully to find out the cause, and endeavor to manage in such a way that in the future there will be no loss....?{PH124 28.4}[162]

§338 在工作中会遇到明显的挫折，但是这不应使我们灰心丧气。账簿上也许会显示出学校在实行工业劳动时已受到经济上的亏损。但是学生从事这方面的工作若学得了应学的功课，以致加强了他们品格的建造，那么天上的册子上就会记有远胜过经济上亏损的成果。这项工作已经帮助多少人得救，非到审判之时是不得而知的。撒但总要找点坏事给闲懒的手去干，但学生若积极从事有用的工作，上帝就有机会为他们工作。{PH124 28.5}[163]

§339 “There will be apparent drawbacks in the work, but this should not discourage us. The account books may show that the school has suffered some financial loss in carrying on industrial work; but if in these lines of work the students have learned lessons that will strengthen their character building, the books of heaven will show a gain far exceeding the financial loss. How many souls this work has helped to save will never be known till the day of judgment. Satan finds mischief for idle hands to do; but when students are kept busy?in useful labor, the Lord has opportunity to work for them.?{PH124 28.5}[163]

§340 在实行体力劳动训练一年之后，办学的人若发现有亏损，就当找找原因，防止以后再遭损失，但不要产生彼此埋怨的精神。当人们对那些已经尽到努力的人说不仁慈的责难之话时，基督的灵就为之担忧了。在圣经中既有鼓励又有警告，上帝不允许人使那些努力推进这项工作的人手臂发软。（《基督教育之研究》315、316页）{{PH124 29.1}[164]

§341 “If, after carrying on manual training for one year, the managers of the school find that there has been a loss, let them seek to discover the reason for this, and guard against it in the future. But let not the spirit of censure prevail; for the Spirit of Christ is grieved when words of unkind criticism are spoken to those who have done their best. In the Word of God there is encouragement as well as caution. God forbid that the hands of those who are trying to carry forward this line of work should be weakened.”—Counsels to Parents, Teachers, and Students, 315, 316.?{PH124 29.1}[164]

§342 专业人员也需要得到手艺训练的好处。一个人可能拥有聪明的头脑，思维敏捷，拥有使他进入所选择职业的学识和技能，但他或许仍不能胜任他的职责。主要来自书本的教育，会使人的思想流于肤浅。惟有实际的工作才会使人作仔细的观察和独立的思考。这种工作若行之得当，会给人带来实用的智慧，就是所谓的常识，它会培养人筹划和实施的能力，增强人的勇气和毅力，并要求人运用机智与技巧。（《教育论》220页）{PH124 29.2}[165]

§343 “The benefit of manual training is needed also by professional men. A man may have a brilliant mind; he may be quick to catch ideas; his knowledge and skill may secure for him admission to his chosen calling; yet he may still be far from possessing a fitness for its duties. An education derived chiefly from books leads to superficial thinking. Practical work encourages close observation and independent thought. Rightly performed, it tends to develop that practical wisdom which we call common sense. It develops ability to plan and execute, strengthens courage and perseverance, and calls for the exercise of tact and skill.”—Education, 220.?{PH124 29.2}[165]

§344 应当向入学的青年传授木工的技术，在富有经验、耐心仁慈、适于教学的工人指导之下，学生们应学会如何制作经济而坚固的木器。农舍和其他建筑对于学校的各方面工作都是必需的，应由学生们自己来建造。这些建筑物不要挤在一起，或一概靠近校舍。为了管理学校，要组织一个小团体，其中的成员应受教对自己的职责有充分的认识。这一切工作不可能在旦夕之间完成；但是我们能够凭着信心开始工作。（《基督教育之研究》311页）{{PH124 29.3}[166]

§345 “There should be opened to the youth means whereby many may, while attending school, learn the trade of carpentry. Under the guidance of experienced workmen, carpenters who are apt to teach, patient, and kind, the youth should be taught how to build substantially and economically. Cottages and other buildings essential to the various lines of school work, are to be erected by the students themselves. These buildings should not be crowded close together, or built near the school buildings proper. In the management of the school work, small companies should be formed, who should be taught to carry a full sense of their?responsibility. All these things cannot be accomplished at once, but we can begin to work in faith.”—Counsels to Parents, Teachers, and Students, 311.?{PH124 29.3}[166]

§346 9. 历史—许多想要得着预备从事主工的人，以为必须积累大部头的历史和神学著作。他们认为研究这些著作会大大有利于他们学会如何接触人。这是一个错误。当我看到书架上充斥这些书籍，其中有些很少人问津时，不禁想：为什么花钱买那不足为食物的呢？《约翰福音》第六章所告诉我们的，比这类著作所含的更多。基督说：“我就是生命的粮。”“我对你们所说的话就是灵，就是生命”（约6:35,63）。{PH124 30.1}[167]

§347 9. History.—“Many who are seeking a preparation for the Lord’s work think it essential to accumulate large volumes of historical and theological writings. They suppose that the study of these works will be a great advantage to them in learning how to reach the people. This is an error. As I see shelves piled with these books, some of them rarely looked into, I think, Why spend money for that which is not bread? The sixth chapter of John tells us more than can be found in such works. Christ says, ‘I am the bread of life.’ ‘The words that I speak unto you, they are spirit, and they are life.’?{PH124 30.1}[167]

§348 有一种历史的研究是不该否定的。圣史是古代先知学校的课程之一。他们从有关上帝怎样对待各国的记载中，追朔耶和华的脚踪。现在我们也当研究上帝如何对待地上的各国。我们应当从历史中看出预言的应验，研究上帝的天意是如何指导着那些伟大的改革运动，看清各国聚集进行最后大战的大事进程。（《证言》卷八307页）{PH124 30.2}[168]

§349 “There is a study of history that is not to be condemned. Sacred history was one of the studies in the schools of the prophets. In the record of His dealings with the nations were traced the footsteps of Jehovah. So today we are to consider the dealings of God with the nations of the earth. We are to see in history the fulfilment of prophecy, to study the workings of Providence in the great reformatory movements, and to understand the progress of events in the marshaling of the nations for the final conflict of the great controversy.”—Testimonies for the Church 8:307.?{PH124 30.2}[168]

§350 语言如此，其它每一门学科也是如此。学习的方法必须能加强和建造品格。历史的研究尤其应该这样。要从上帝的观点进行探讨。（《教育论》238页）{PH124 30.3}[169]

§351 “As with language, so with every other study; it may be so conducted that it will tend to the strengthening and upbuilding of character. Of no study is this true to a greater degree than of history. Let it be considered from the divine point of view.”—Education, 238.?{PH124 30.3}[169]

§352 10. 声音的训练—凡希望在上帝的圣工中成为工人的学生，应当受训以一种清晰、坦率的态度说话，否则他们为善的感化力就要损失一半了。在任何部分的工作上，说话清楚明白而声调圆润的才干乃是千金难买的。凡愿望作牧师、传道士、查经员或文字布道士的人，都少不了这种资格。凡想要参加这几项工作的人，都应当受教能善于运用声音，以致在向人传述真理之时，可使人发生决心向善的意念。我们不当因说话的缺陷而使真理受损毁。（《证言》卷六380页）{PH124 30.4}[170]

§353 10. Voice Culture.—“Students who expect to become workers in the cause of God should be trained to speak in a clear, straightforward manner, else they will be shorn of half their influence for good. The ability to speak plainly and clearly, in full, round tones, is invaluable in any line of work. This qualification is indispensable in those?who desire to become ministers, evangelists, Bible workers, or canvassers. Those who are planning to enter these lines of work should be taught to use the voice in such a way that when they speak to people about the truth, a decided impression for good will be made. The truth must not be marred by being communicated through defective utterance.”—Testimonies for the Church 6:380.?{PH124 30.4}[170]

§354 主指示我：声音的训练是非常重要的。学生所接受的训练应能使他们把所领受的知识传播出去。如果不教导他们阅读和说话时做到缓慢清晰、抑扬顿挫，他们教别人怎么会有良好的效果呢？不要让他们说得太快，叫人听不明白。要清楚地说出每一个词，每一个音节。{PH124 31.1}[171]

§355 “Voice culture is presented to me as of the greatest importance. Students should receive a training that will prepare them to impart the knowledge they receive. Unless they are taught to read and speak slowly and distinctly, with clearness and force, placing the emphasis where it belongs, how can they teach with any good effect? They should not be allowed to speak so fast that they cannot be clearly understood. Every word, every syllable, should be plainly spoken.?{PH124 31.1}[171]

§356 不要教学生用喉咙说话，而要运用腹部的肌肉。喉咙只是发声的通道。公共演讲的人若是学会了正确地发声，就不会有那么多喉咙的毛病了。{PH124 31.2}[172]

§357 “Students should be taught not to speak from the throat, but to bring the abdominal muscles into action. The throat is only the channel through which the voice is to pass. If public speakers would learn to use the voice properly, there would not be so much throat trouble among them.?{PH124 31.2}[172]

§358 那些要进入园地担任教师和传道士的人应当接受训练，使他们说话能引起人们对他们所宣讲宝贵真理的兴趣。一个人可能没有很多的知识，但是他的声音若是经过训练，能清晰地传达他所知道的知识，他就能取得很大的成就。（《教会学校手册》1906年版74页）{PH124 31.3}[173]

§359 “Those who are to go into the field as teachers and ministers, should be trained to speak in a way that will arouse an interest in the precious truths which they present. A man may not have so much knowledge, yet he can accomplish much if he has a voice so well trained that he can impart clearly that which he knows.”—Church School Manual,” p. 74, ed. 1906.?{PH124 31.3}[173]

§360 在我们一切的工作中，应当多注意声音的训练。我们虽或有学问，但若不知道怎样正确地运用声音，我们的工作就要变成失败。我们若不能用适当的话语来表达意见，则所受的教育会有什么用处呢？假使不培养说话的才干，所有的学问就没有多大益处；但若能说出聪明有益的话，并且以一种能博得人关注的方式说出来，那就会发出奇妙的能力了。（《证言》卷六380页）{PH124 31.4}[174]

§361 “In all our work, more attention should be given to the culture of the voice. We may have knowledge, but unless we know how to use the voice correctly, our work will be a failure. Unless we can clothe our ideas in appropriate language, of what avail is our education? Knowledge will be of little advantage to us unless we cultivate the talent of speech; but it is a wonderful power when combined with the ability to speak wise, helpful words, and?to speak them in a way that will command attention.”—Testimonies for the Church 6:380.?{PH124 31.4}[174]

§362 11. 音乐—音乐往往被滥用来为罪恶服务，成为最有诱惑力的工具。但音乐如果使用得当，就成了上帝最宝贵的恩赐，能提高人的意识思念高尚尊贵的事，陶冶和净化人的情操。……{PH124 32.1}[175]

§363 11. Music.—“Music is often perverted to serve purposes of evil, and it thus becomes one of the most alluring agencies of temptation. But, rightly employed, it is a precious gift of God, designed to uplift the thoughts to high and noble themes, to inspire and elevate the soul....?{PH124 32.1}[175]

§364 作为一种教育的方式，诗歌的价值不可轻视。……诗歌是宗教崇拜的一部分，与祈祷是一样重要的。（《教育论》167、168页）{PH124 32.2}[176]

§365 “The value of song as a means of education should never be lost sight of.... As a part of religious service, singing is as much an act of worship as is prayer.”—Education, 167, 168.?{PH124 32.2}[176]

§366 这些学校（先知学校）中主要的功课乃是上帝的律法，和祂所给摩西的教训，以及圣史、圣乐和诗歌。……他们的智能既因真理而成圣，就从上帝的宝库中“取出新旧的东西来，”而且上帝的灵在预言和圣诗中显示出来了。（《教育论》47页）{PH124 32.3}[177]

§367 “The chief subjects of study in these schools [schools of the prophets] were the law of God, with the instruction given to Moses, sacred history, sacred music, and poetry.... Sanctified intellect brought forth from the treasure-house of God things new and old, and the Spirit of God was manifested in prophecy and sacred song.”—Education, 47.?{PH124 32.3}[177]

§368 12. 现代语言—青年人应当精通外语，使自己能胜任布道工作，使上帝能用他们作为工具，向外国人传扬祂救人的真理。（《基督教育之研究》508页）{{PH124 32.4}[178]

§369 12. Modern Languages.—“Young men should be qualifying themselves for service by becoming familiar with other languages, that God may use them as mediums through which to communicate His saving truth to those of other nations.”—Counsels to Parents, Teachers, and Students, 508.?{PH124 32.4}[178]

§370 在某些情况下，青年人学习外语是必要的。他们最有效的学习方法就是与当地的人民交流，同时每天用一部分时间学习外语。但这样做也不过是一个必要的步骤，为要准备教导当地的人，适当地训练他们成为工人。最要紧的就是勉励那些能运用本国方言的人参加圣工。（《基督教育之研究》516页）{PH124 32.5}[179]

§371 “It may in some cases be necessary that young men learn foreign languages. This they can do with most success by associating with the people, at the same time devoting a portion of each day to studying the language. This should be done, however, only as a necessary step preparatory to educating such as are found in the missionary fields themselves, and who, with proper training, can become workers. It is essential that those be urged into the service who can speak in their mother tongue to the people of different nations.”—Counsels to Parents, Teachers, and Students, 516.?{PH124 32.5}[179]

§372 要大家都懂得几种语言，这是不必要的。但大家都需要在有关上帝的事上有经验。我不是说语言不要学，语言是需要学的。不久以后，必须有许多人离开家乡，到语言不同的人中去作工。凡懂得这些语言的人必能与那些不认识真理的人交谈。（《基督教育之研究》497页）{PH124 32.6}[180]

§373 “It is not necessary that all know several languages; but it is necessary that all have an experience in the things of God. I do not say that?there should be no study of the languages. The languages should be studied. Before long there will be a positive necessity for many to leave their homes, and go to work among people of other tongues; and those who have some knowledge of these languages will be able to communicate with those who do not know the truth.”—Counsels to Parents, Teachers, and Students, 497.?{PH124 32.6}[180]

§374 13. 古老的语言—希腊文和拉丁文的知识对某些职业是需要的，一些人必须学习这些语言，但不一定要通过腐朽的作品来获得使用这些语言的实际知识。{PH124 33.1}[181]

§375 13—Ancient Languages—“There are callings in which a knowledge of Greek and Latin is needed. Some must study these languages. But the knowledge of them essential for practical uses might be gained without a study of literature that is corrupt and corrupting.?{PH124 33.1}[181]

§376 没有必要让许多的人学习拉丁文和希腊文。与那些教导人正确使用智力和体力的学科相比，学习已死亡的语言应置于次要地位。（《基督教育之研究》382页）{PH124 33.2}[182]

§377 “A knowledge of Greek and Latin is not needed by many. The study of dead languages should be made secondary to a study of those subjects that teach the right use of all the powers of body and mind.”—Counsels to Parents, Teachers, and Students, 382.?{PH124 33.2}[182]

§378 有些时候是需要希腊文和拉丁文学者的。有些人必须学习这些语言。这是好的。但不是人人也不是许多人应当学习这些东西。那些认为希腊文和拉丁文的知识对高等教育来说是必不可少的人，看不远。（《评论与通讯》1897年8月17日）{PH124 33.3}[183]

§379 “There are times when Greek and Latin scholars are needed. Some must study these languages. This is well. But not all, and not many, should study them. Those who think that a knowledge of Greek and Latin is essential to a higher education, cannot see afar off.”—The Review and Herald, August 17, 1897.?{PH124 33.3}[183]

§380 学习拉丁文和希腊文对我们自己、对世界和对上帝来说远远不如彻底研究和使用整个人体机器来得重要。学习书本知识却忽视研究如何熟悉实际生活中各门实用的学科，乃是一宗罪。对我们所居住的人体房屋无知的生活决不是完整的生活。（《青年导报》1898年4月7日文章〈教育的真正目的〉）{PH124 33.4}[184]

§381 “The study of Latin and Greek is of far less consequence to ourselves, to the world, and to God than the thorough study and use of the whole human machinery. It is a sin to study books to the neglect of the various branches of usefulness in practical life. Never can one who is ignorant of the house we live in, have an all-around life.”—The Youth’s Instructor, April 7, 1898, art.?“The True Object of Education.“?{PH124 33.4}[184]

§382 我并不是说学习拉丁文和希腊文不对，我是说忽视基础功课去掌握更高学科是不对的。（《基督教育之研究》218页）{{PH124 33.5}[185]

§383 “I do not say that it is wrong to study Latin and Greek, but I do say that it is wrong to neglect the subjects that lie at the foundation of education in order to tax the mind with the study of these higher branches.”—Counsels to Parents, Teachers, and Students, 218.?{PH124 33.5}[185]

§384 14. 礼貌的培养—学生不可在学习功课时疏忽了礼貌的培养。况且他们更不可让什么事物来妨碍他们与基督交通的祷告时辰。他们决不可放弃自己宗教的特权。（《基督教育之研究》318页）{{PH124 34.1}[186]

§385 14—Culture of Manners—“Students should not be so pressed with studies as to neglect the culture of the manners; and above all, they should let nothing interfere with their seasons of prayer, which bring them in connection with Christ. In no case should they deprive themselves of religious privileges.”—Counsels to Parents, Teachers, and Students, 318.?{PH124 34.1}[186]

§386 人性是值得我们去下功夫的。必须给予提高、精练、圣化，和内心的装饰。借着上帝在耶稣基督里所显明的救恩和永生，上帝的子民要受到的教育，不是礼仪的细枝末节，不是世界的风尚和形式，而是学习敬虔的科学。（《基督教育之研究》236页）{{PH124 34.2}[187]

§387 “Human nature is worth working upon. It is to be elevated, refined, sanctified, and fitted with the inward adorning. Through the grace of God in Jesus Christ, which reveals salvation and immortality and life, His heritage are to be educated, not in the minutiae of etiquette, the world’s fashions and forms, but in the science of godliness.”—Counsels to Parents, Teachers, and Students, 236.?{PH124 34.2}[187]

§388 传道的护士—在我们的学校中，那些要作传道士的护士们，应当从有良好资格的医师领受教训，其教育的一部分也当学习如何与疾病相争，并且说明自然疗法的价值。这种工作是极其需要的。许多的城市正沉浸于罪恶及道德的败落中，然而仍有许多的罗得在每个所多玛城中。罪的毒性正在社会的心脏发作，上帝呼召改革者兴起，为上帝所制定的管理人身体的规律站起辩护。同时他们也当在训练意念和培养心思上维持一个高尚的标准，好使那伟大的医师，可在救助受苦患病之人的必要而慈善的工作中，与人类的助手协力合作。（《证言》卷六136页）{PH124 34.3}[188]

§389 15—Missionary Nursing—“In our schools missionary nurses should receive lessons from well-qualified physicians, and as a part of their education should learn how to battle with disease and to show the value of nature’s remedies. This work is greatly needed. Cities and towns are steeped in sin and moral corruption, yet there are Lots in every Sodom. The poison of sin is at work at the heart of society, and God calls for reformers to stand in defense of the law which He has established to govern the physical system. They should at the same time maintain an elevated standard in the training of the mind and the culture of the heart, that the Great Physician may co-operate with the human helping hand in doing a work of mercy and necessity in the relief of suffering.”—Testimonies for the Church 6:136.?{PH124 34.3}[188]

§390 安息日学工作—上帝的计划也要我们的学校训练青年人，使他们能在安息日学的各部门任教，并充当安息日学的各部职务。如果有许多献身的青年人热忱参加安息日学的工作，用功训练自己，然后再教导别人采用最好的方法去引导人归向基督，我们就会见到一种不同的事态了。这是一种带来回报的工作。（《证言》卷六136页）{PH124 34.4}[189]

§391 16—Sabbath School Work—“It is also the Lord’s design that our schools shall give young people a training which will prepare them to teach in any department of the Sabbath school, or to discharge the duties in any of its offices. We should see a different state of affairs, if a number of consecrated young persons would devote themselves to the Sabbath school work, taking pains to educate themselves, and then to instruct others as?to the best methods to be employed in leading souls to Christ. This is a line of work that brings returns.”—Testimonies for the Church 6:136.?{PH124 34.4}[189]

§392 商科—我们的学校中所实施的教育是片面的。学生们受的教育应该使他们适合成功的业务生活。普通的教育学科应该予以充分而彻底的教导。应该将记账视为与文法一样重要。这方面的学习是极其重要的，因为要用在实际的生活中，然而从我们学校毕业的人却很少懂得如何正确地记账。（《文稿》1896年12月20日）{PH124 35.1}[190]

§393 17—Commercial Studies—“The education given in our schools is one-sided. Students should be given an education that will fit them for successful business life. The common branches of education should be fully and thoroughly taught. Bookkeeping should be looked upon as of equal importance with grammar. This line of study is one of the most important of use in practical life; but few leave our schools with a knowledge of how to keep books correctly.”—MS., December 20, 1896.?{PH124 35.1}[190]

§394 凡属合法的业务，圣经是决不会不提供必要准备的。其中勤劳、诚实、节约、节制和纯洁的原则，乃是真正成功的秘诀。这些原则记载在《箴言》之中，构成了实际智慧的宝库。（《教育论》135页）{PH124 35.2}[191]

§395 “There is no branch of legitimate business for which the Bible does not afford an essential preparation. Its principles of diligence, honesty, thrift, temperance, and purity are the secret of true success. These principles, as set forth in the book of Proverbs, constitute a treasury of practical wisdom.”—Education, 135.?{PH124 35.2}[191]

§396 我们教会的学院和培训学校都应作出准备，向学生提供作传道士和基督徒商人所必须的教育。（《评论与通讯》1903年 10月15日）{PH124 35.3}[192]

§397 “All our denominational colleges and training schools should make provision to give their students the education essential for evangelists and for Christian business men.”—The Review and Herald, October 15, 1903.?{PH124 35.3}[192]

§398 18.预备性医学课程—没有必要让我们那么多的青年去学医。但是对于那些应该学医的人，我们联合会的培训学校应当在预备性教育设施上作出充足的预备。这样，每个联合会的青年都可在离家乡更近的地方受训，免受伴随着巴特尔克里克工作的特别试探。（《评论与通讯》1903年 10月15日）{PH124 35.4}[193]

§399 18—Preparatory Medical Subjects—“It is not necessary for so many of our youth to study medicine. But for those who should take medical studies, our union conference training schools should make ample provision in facilities for preparatory education. Thus the youth of each union conference can be trained nearer home, and be spared the special temptations that attend the work in Battle Creek.”—The Review and Herald, October 15, 1903.?{PH124 35.4}[193]

§400 19. 体育—体育是一切正确教育方法的重要组成部分。青年需要受教知道如何发展自己的体能，如何保持这些能力处在最佳状态，如何在实际的人生义务中使用这些能力。许多人以为这些事不属于学校工作的范畴；但这种想法是错误的。（《教育特别证言》32页）{PH124 35.5}[194]

§401 19—Physical Culture—“Physical culture is an essential part of all right methods of education. The young need to be taught how to develop their physical powers, how to preserve these powers in the best condition, and how to make them useful in the practical duties of life. Many think that?these things are no part of school, work, but this is a mistake.”—Special Testimonies on Education, 32.?{PH124 35.5}[194]

§402 经常令教师感到困恼的一个问题，是如何为学生提供合适的消遣。体育运动在许多学校中发挥重要的作用；但若缺乏细心的监管，就往往行之过度。……{PH124 36.1}[195]

§403 “The question of suitable recreation for their pupils is one that teachers often find perplexing. Gymnastic exercises fill a useful place in many schools, but without careful supervision they are often carried to excess....?{PH124 36.1}[195]

§404 健身房内的运动，不论如何妥为实施，也不能代替户外的活动，因此我们的学校应提供较好的机会。要让学生进行积极的锻炼。（《教育论》210页）{PH124 36.2}[196]

§405 “Exercise in a gymnasium, however well conducted, cannot supply the place of recreation in the open air, and for this our schools should afford better opportunity. Vigorous exercise the pupils must have.”—Education, 210.?{PH124 36.2}[196]

§406 家庭应当成为每一位儿童的第一所技工学校。每一所学校应尽可能配备手艺训练的设施。这种教育可以在很大的程度上代替健身房，并能提供有价值的训练。（《教育论》217页）{PH124 36.3}[197]

§407 “For every child the first industrial school should be the home. And so far as possible, facilities for manual training should be connected with every school. To a great degree such training would supply the place of the gymnasium, with the additional benefit of affording valuable discipline.”—Education, 217.?{PH124 36.3}[197]

§408 那些将有益的劳作与学习结合起来的人，不需要体操锻炼。在户外做的任何工作都比室内的工作有益健康十倍。……能充分满足人体系统需要的，莫过于大自然使人精力充沛的空气和阳光了。耕种土地的人在工作中有健身房中练习的一切动作。他作运动的房间是开阔的田野。苍穹是屋顶，坚固的大地是地板。他在这里又犁又锄，又种又收。且看他，在割干草的时候，他又割又耙，又掷又翻，双举又负，又扔又踩，又堆又装。这些不同的活动使全身的骨骼、关节、肌肉、筋腱和神经都活动起来。他充满干劲的活动引起充分、深入、强有力的呼吸，扩大肺活量，洁净血液，通过动脉和静脉发送生命的暖流。在一切习惯上都有节制的农夫，通常享有健康。他的工作对他来说是愉快的。他有好胃口，睡得也好，可以很快乐。（《时兆》1882年6月29日文章〈体育的重要性〉）{PH124 36.4}[198]

§409 “Those who combine useful labor with study have no need of gymnastic exercises. And work performed in the open air is tenfold more beneficial to health that indoor labor....Nothing short of nature’s invigorating air and sunshine will fully meet the demands of the system. The tiller of the soil finds in his labor all the movements that were ever practised in the gymnasium. His movement-room is the open fields. The canopy of heaven is its roof, the solid earth its floor. Here he plows and hoes, sows and reaps. Watch him as in haying time he mows and rakes, pitches and tumbles, lifts and loads, throws off, treads down, and stows away. These various movements call into action the bones, joints, muscles, sinews, and nerves of the body. His vigorous exercise causes full, deep, strong inspirations and exhalations, which expand the lungs and purify the blood, sending the warm current of life bounding through arteries and veins. A farmer who is temperate in all his habits, usually enjoys health. His work is pleasant to him. He has a good appetite. He?sleeps well, and may be happy.”—The Signs of the Times, June 29, 1882, art.?“Importance of Physical Training.”?{PH124 36.4}[198]

§410 20. 母语—对于一个青年人来说，充分学习正确使用本国语言，其价值要远远超过因学一点外语就忽略本国语言的效果。（《基督教育之研究》208页）{{PH124 37.1}[199]

§411 20—English Language—“A thorough training in the use of the English language is of far more value to a youth than a superficial study of foreign languages, to the neglect of his mother tongue.”—Counsels to Parents, Teachers, and Students, 208.?{PH124 37.1}[199]

§412 如果你的学生除了研究圣经以外，还学会了正确的阅读、书写和讲话的学问，就已经成就了一番了不起的工作。（《基督教育之研究》207页）{{PH124 37.2}[200]

§413 “If your students, besides studying God’s Word, learn no more than how to use correctly the English language in reading, writing, and speaking, a great work will have been accomplished.”—Counsels to Parents, Teachers, and Students, 207.?{PH124 37.2}[200]

§414 21. 农业—在我们的学校所传授的教育，应当以农业作为基本教育。这是应当实行的初步教育。我们的学校，不可倚靠外来的生产，来供应健康最必需的水果，粮食，及蔬菜。（《证言》卷六179页）{PH124 37.3}[201]

§415 21Agriculture—“Study in agricultural lines should be the A, B, and C of the education given in our schools. This is the very first work that should be entered upon. Our schools should not depend upon imported produce, for grain and vegetables, and the fruits so essential to health.”—Testimonies for the Church 6:179.?{PH124 37.3}[201]

§416 应当让学生在农业方面受到实际的教育，这对于他们将来的工作有不可估量的价值。伐木耕地的知识和文化的知识同样是我们的青年人所应当获得的。农业会开辟自养的资源。凡适合于不同学生个性的其它方面工作，也可以实行。但是土地的耕作会给劳动的人带来特殊的福气。我们应当教育青年人，使他们热爱从事耕地的工作。（《基督教育之研究》311页）{{PH124 37.4}[202]

§417 “Students should be given a practical education in agriculture. This will be of inestimable value to many in their future work. The training to be obtained in felling trees and in tilling the soil, as well as in literary lines, is the education that our youth should seek to obtain. Agriculture will open resources for self-support. Other lines of work, adapted to different students, may also be carried on. But the cultivation of the land will bring a special blessing to the workers. We should so train the youth that they will love to engage in the cultivation of the soil.”—Counsels to Parents, Teachers, and Students, 311.?{PH124 37.4}[202]

§418 在学习农业时，不但要向学生传授理论，也要给他们实习的机会。他们一方面学习土壤的性质与耕作，各种农作物的价值，最好的生产方法等科学理论，一方面要运用所学到的知识。教师应当与学生一起工作，显示熟练智慧的努力所产生的效果。（《教育论》219页）{PH124 37.5}[203]

§419 “In the study of agriculture, let pupils be given not only the theory, but practice. While they learn what science can teach in regard to the nature and preparation of the soil, the value of different crops, and the best methods of production, let them put their knowledge to use. Let teachers share the work with the students, and show what results can be achieved through skilful, intelligent effort.”—Education, 219.?{PH124 37.5}[203]

§420 在学校农场所学的知识乃是那些将出去到外国担任传道士的人最重要的教育。如果我们为了荣耀上帝而进行这种训练，就会看见巨大的成果。那些曾获得实际生活教育的人，如能带着真理的信息到传道的园地去，准备好把他们所领受的东西教导别人，那么没有什么人的工作能比这更有效的了。他们所学到种地和其它体力劳动知识，将帮助他们在异教地区造福于人。（《基督教育之研究》534页）{{PH124 38.1}[204]

§421 “The usefulness learned on the school farm is the very education that is most essential for those who go out as missionaries to many foreign fields. If this training is given with the glory of God in view, great results will be seen. No work will be more effectual than that done by those who, having obtained an education in practical life, go forth to mission fields with the message of truth, prepared to instruct as they have been instructed. The knowledge they have obtained in the tilling of the soil and other lines of manual work, and which they carry with them to their fields of labor, will make them a blessing even in heathen lands.”—Counsels to Parents, Teachers, and Students, 534.?{PH124 38.1}[204]

§422 22. 文学—作为一种教育的力量，圣经比历世历代一切哲学家的作品都更有价值。它题材广泛，体裁多样，足以启发教导每一个人的心，提高他们的旨趣。……其中的诗歌曾引起普世的赞叹和惊奇。其华丽的诗句，伟大严肃的题旨，伤感的哀歌，是人类才华最辉煌的成果所不能相比的。其中有鲜明的逻辑文体和动人的演说。圣经记载了先贤们高尚的行为，私人德行和公众声誉的实例，以及虔敬和纯洁的训言。（《基督教育之研究》428、429页）{{PH124 38.2}[205]

§423 22—Literature—“As an educating power, the Bible is of more value than the writings of all the philosophers of all ages. In its wide range of style and subjects, there is something to interest and instruct every mind, to ennoble every interest.... There is poetry which has called forth the wonder and admiration of the world. In glowing beauty, in sublime and solemn majesty, in touching pathos, it is unequaled by the most brilliant productions of human genius. There is sound logic and impassioned eloquence. There are portrayed the noble deeds of noble men, examples of private virtue and public honor, lessons of piety and purity.”—Counsels to Parents, Teachers, and Students, 428, 429.?{PH124 38.2}[205]

§424 那自天而降的伟大教师，未曾吩咐教师们去研究任何一位号称伟大的作者。{PH124 38.3}[206]

§425 “The Great Teacher who came down from heaven has not directed teachers to study any of the reputedly great authors.?{PH124 38.3}[206]

§426 教师们必须明白要传授什么课，不然就不能预备好学生们升到高年级。……他们不会在我们的学校中引入含有世界上伟大作者之推想的书籍，反而会说：不要试探我去轻视那位最伟大的作者和最伟大的教师，我因祂才有永远的生命。祂从不犯错误。祂是一切智慧的伟大源头。然后要让每位教师在学生们的心中撒下真理的种子。基督是标准的教师。（《证言》卷六160页）{PH124 38.4}[207]

§427 “Teachers must understand what lessons to impart, or they cannot prepare students to be transferred to the higher grade.... In the place of bringing into our schools books containing the suppositions of the world’s great authors, they will say, Tempt me not to disregard the greatest Author and the greatest Teacher, through whom I have everlasting life. He never mistakes. He is the great Fountainhead whence all wisdom flows. Then let every teacher sow the seed of truth in the minds?of students. Christ is the standard Teacher.”—Testimonies for the Church 6:160.?{PH124 38.4}[207]

§428 人的话语即使有一定的价值，也不过是上帝之话的回声而已，决不可在青年的教育中取代圣经。（《基督教育之研究》423页）{{PH124 39.1}[208]

§429 “Man’s words, if of any value, echo the words of God. In the education of youth, they should never take the place of the divine Word.”—Counsels to Parents, Teachers, and Students, 423.?{PH124 39.1}[208]

§430 1.属世的课程—由于在教育工作中忽视了基督的教训，把圣经放在次要地位，结果造成了不信的风气流行，不法的事泛滥。无关紧要的事物塞满了今日许多教师的心。大量类似真理的遗传编入世界学校的课程之中。许多人为教训的份量不是根据事实，而是根据论断。（《基督教育之研究》439页）{{PH124 39.2}[209]

§431 【Courses of Study】

§432 1—Courses in the World—“It is because Christ’s words are disregarded, because the Word of God is given a second place in education, that infidelity is riot and iniquity is rife. Things of minor consequence occupy the minds of many of the teachers of today. A mass of tradition, containing merely a semblance of truth, is brought into the courses of study given in the schools of the world. The force of much human teaching is found in assertion, not in truth.”—Counsels to Parents, Teachers, and Students, 439.?{PH124 39.2}[209]

§433 2.没有价值的教育——有一种教育，在本质上是世俗化的。它的目的是世俗方面的成功，满足自私的奢望。为了接受这种教育，许多学生枉费了光阴和钱财，心里装满了许多无关重要的知识。世人把他们看作是有学问的，但他们的思想中，没有上帝。他们从属世的知识树上取食，其上的果子，只能产生并助长人的骄傲。他们心中逐渐悖逆并远离上帝。他们把上帝所赐的才能，用在仇敌的方面。现代的许多教育都是具有这种性质。世人或许以为它是非常值得追求的，但它只能增加学生的危险。（《基督教育之研究》64页）{{PH124 39.3}[210]

§434 2—Education More Than Course of Study—“There is an education which is essentially worldly. Its aim is success in the world, the gratification of selfish ambition. To secure this education many students spend time and money in crowding their minds with unnecessary knowledge. The world accounts them learned; but God is not in their thoughts. They eat of the tree of worldly knowledge, which nourishes and strengthens pride. In their hearts they become disobedient and estranged from God; and their intrusted gifts are placed on the enemy’s side. Much of the education at the present time is of this character. The world may regard it as highly desirable; but it increases the peril of the student.”—Counsels to Parents, Teachers, and Students, 64.?{PH124 39.3}[210]

§435 3.清除不必要的东西—今日的青年人花费多年时间接受一种形同草木禾桔的教育，在末后的大火中必被烧尽。这样的教育乃是上帝所视为毫无价值的。许多学生在离校时不能像入学时那样恭敬地接受上帝的话。他们的信心因为努力学好各门功课而偏废了。在他们的教育中，圣经没有占有重要的地位，而那些沾染着异教教义，传播无定的理论的书籍却摆在他们面前。{PH124 39.4}[211]

§436 3—Weed Out Unnecessary Matters—“Today young men and women spend years in acquiring an education which is as wood and stubble, to be consumed in the last great conflagration. Upon such an education God places no value. Many students leave school unable to receive the Word of God with the reverence and respect which they gave it before they entered. Their faith has?been eclipsed in their effort to excel in the various studies. The Bible has not been made a vital matter in their education, but books tainted with infidelity and propagating unsound theories have been placed before them.?{PH124 39.4}[211]

§437 一切无关紧要的东西都应从功课中删除。放在学生面前的，只应是对他们真有价值的功课。他们需要熟悉这些功课，以便获得那足以与上帝的生命相比的永生。当人的心受激励去思考救恩的大题目时，就会在领会这些题目的过程中逐步提高，而把那些无关紧要的东西远远撇开。（《基督教育之研究》444、445页）{{PH124 40.1}[212]

§438 “All unnecessary matters should be weeded from the courses of study, and only such studies placed before the student as will be of real value to him. With these alone he needs to become familiar, that he may secure the life which measures with the life of God. As the mind is summoned to the consideration of the great themes of salvation, it will rise higher and higher in the comprehension of these subjects, leaving cheap and insignificant matters behind.”—Counsels to Parents, Teachers, and Students, 444, 445.?{PH124 40.1}[212]

§439 4.不要把时间浪费在国民教育的理论上—故此，我们切不可再容时光虚耗在留意许多与上帝子民当前的需要无关的事上。不可浪费时间去恭维那些不明真理的人，“因为日期近了”（启22:10）。现今没有光阴去给人的脑筋灌输通俗所谓之“高等教育”的各种理论。花费光阴在那不能使人与基督的样式相似的事上，那些光阴便永远丧失了。这是我们承担不起的，因为每一分光阴都充满着永恒的利益。现今，当审判活人的工作快要开始之时，我们岂可让不圣洁的野心侵占己心，使我们忽视那为应付现代危机所需要的教育呢？（《证言》卷六130页）{PH124 40.2}[213]

§440 4—Waste No Time on Theories of Popular Education—“Let no more time be lost in dwelling on the many things that are not essential, and which have no bearing upon the present necessities of God’s people. Let no more time be lost in exalting men who know not the truth; ‘for the time is at hand.’ There is no time now to fill the mind with theories of what is popularly called ‘higher education.’ The time devoted to that which does not tend to assimilate the soul to the likeness of Christ, is so much time lost for eternity. This we cannot afford, for every moment is freighted with eternal interests. Now, when the great work of judging the living is about to begin, shall we allow unsanctified ambition to take possession of the heart, and lead us to neglect the education required to meet the needs in this day of peril?”—Testimonies for the Church 6:130.?{PH124 40.2}[213]

§441 5.不平衡的课程—凡不是圣灵所指示的课程，不包含上帝圣言崇高圣洁的原则，向学生所提供的内容，得不到上天的认可。它一路上会留下缺陷、错误和误解。凡不愿意深刻、认真、虔诚地研究圣经的人，所怀的观念与本应支配人生的原则是背道而驰的。……{PH124 40.3}[214]

§442 5—Unbalanced Course—“The course of study which is not dictated by the Holy Spirit, which does not embrace the high, holy principles of God’s Word, will open before the student a course unmarked by the approval of Heaven. It will leave gaps, and mistakes, and misunderstandings all along the road he travels. Those who will not give themselves to a deep, earnest, prayerful study of?the Scriptures will hold ideas contrary to the principles that should control the life....?{PH124 40.3}[214]

§443 6.课程不要太长太死板—若是实行上帝的旨意，就不会鼓励学生长年累月留在学校里了。这是人的设计，而不是上帝的计划。学生不要以为在参加传道工作之前必须学习古典课程。许多这样做的人无法胜任要他们从事的重要工作。长期学习不应学的课本，使青年人没有能力从事这个世界历史的重要时期所要做的工作。在学习的这些年间所培养的习惯和方法，削弱了他们的用途。他们必须忘却许多使他们无法有效地从事当代任何圣工的东西。（《青年导报》1898年3月31日文章〈教育的真正目的〉）{PH124 41.1}[215]

§444 6.?Course Not Too Long or Rigid.—“If the Lord’s will is done, students will not be encouraged to remain in school continuously for years. This is the devising of man, not the plan of God. The student is not to feel that he must take a classical course before he can enter the ministry. A large number who have done this have disqualified themselves for the labor which it was essential for them to do. The long study of those books which should not be made study books, unfits the youth for the work to be done in this important period of the world’s history. These years of study cultivate habits and methods that cripple their usefulness. They have to unlearn many things which disqualify them for efficiency in any line of the work to be done for this time.”—The Youth’s Instructor, March 31, 1898, art.?“The True Object of Education.”?{PH124 41.1}[215]

§445 7.学习和劳动要交替进行—学生若能通过自己的努力获得费用，就应该进入学校里。他学了一年之后，要出去工作，解决真教育的费用问题。他应该开始工作。多年持续学习所堆积的学识对属灵的利益并没有好处。教师们要准备好给入学的学生以良好的指教。不要劝导学生花多年时间单单学习书本知识。青年人要学习，然后把他所得到的好处告诉别人。学生如果愿意谦卑地寻求天上的主，祂就会开启他们的悟性。学生应该花时间复习他的书本知识，认真考察自己在课堂里所取得的进步。他要把体育和学习结合起来。这样，他就能获得一种教育，出来时带着坚定的原则，成为一个多才多艺的人。（《青年导报》1898年3月31日文章〈教育的真正目的〉）{PH124 41.2}[216]

§446 7.?Provide for Alternation of School and Labor.—“The student should place himself in school, if he can, through his own exertions, pay his way as he goes. He should study one year, and then work out for himself the problem of what constitutes true education. He should set himself to work. The learning heaped up by years of continued study is deleterious to spiritual interests. Let teachers be prepared to give good counsel to the student who enters school. Let them not advise him to give years exclusively to the study of books. Let the youth learn, and then impart to others, the benefits he has received. If the student will humbly seek Him, the Lord of heaven will open his understanding. The student should take time to review what he has gained in book knowledge; he should critically examine the advancement he has made in the schoolroom, and he should combine physical exercise with study. Thus he will acquire an education that will enable him to come out with solid principles, an all-round man.”—The?Youth’s Instructor, March 31, 1898, art.?“The True Object of Education.”?{PH124 41.2}[216]

§447 【学科的顺序和价值】

§448 1.?圣经为首—应当将圣经置于儿童和青少年教育的首位，其次便是大自然的课本了。（《教育特别证言》58页）{PH124 42.1}[217]

§449 【Sequence and Value of Subjects】

§450 1.?The Bible First.—“While the Bible should hold the first place in the education of children and youth, the book of nature is next in importance.”—Special Testimonies on Education, 58.?{PH124 42.1}[217]

§451 2.?大自然次之——次于圣经，大自然应是我们最重要的课本。（《文稿》{PH124 42.2}[218]

§452 2.?Nature Next.—“Next to the Bible, nature is to be our great lesson book.”—MS.?{PH124 42.2}[218]

§453 3.?充分的基础工作——只要青年能关注教育的伟大宗旨，就要鼓励他们尽量地进步。但他们必须先掌握初级的学科，再去研究高深的学科。这一点往往被忽略了。甚至在中学生和大学生中，也有人十分缺乏教育的普通学识。许多学生专门研究高等数学，却不会记简单的账。许多人研究演讲术，希望能获得口才，却读得不清楚，也感动不了人。许多人学完修辞学，却不会写一封普通的信。（《教育论》234页）{{PH124 42.3}[219]

§454 3.?Thorough Foundation Work.—“So long as the great purpose of education is kept in view, the youth should be encouraged to advance just as far as their capabilities will permit. But before taking up the higher branches of study, let them master the lower. This is too often neglected. Even among students in the higher schools and the colleges, there is great deficiency in knowledge of the common branches of education. Many students devote their time to higher mathematics, when they are incapable of keeping simple accounts. Many study elocution with a view to acquiring the graces of oratory, when they are unable to read in an intelligible and impressive manner. Many who have finished the study of rhetoric fail in the composition and spelling of an ordinary letter.”—Education, 234.?{PH124 42.3}[219]

§455 在试图学习文学知识的更高学科之前，你应确已彻底明白语法的基本规则，并已学会正确地阅读写作和拼写。在达到较高的梯级之前必须攀登较低的梯级。（《基督教育之研究》219页）{{PH124 42.4}[220]

§456 Before attempting to study the higher branches of literary knowledge, be sure that you thoroughly understand the simple rules of English grammar, and have learned to read and write and spell correctly. Climb the lower rounds of the ladder before reaching for the higher rounds.”—Counsels to Parents, Teachers, and Students, 219.?{PH124 42.4}[220]

§457 4.进步的测试—充分了解教育的基本常识，不仅应作为升学的条件，也应在学生进步的过程中经常作为测验的内容。（《教育论》234页）{{PH124 42.5}[221]

§458 4.?Test for Advancement.—“A thorough knowledge of the essentials of education should be not only the condition of admission to a higher course, but the constant test for continuance and advancement.”—Education, 234.?{PH124 42.5}[221]

§459 5.?强调重要的和实用的—消耗学生光阴的许多学科其实并不实用，且与幸福无关的，但每一个青年人都必须充分熟悉日常的职责。一个青年女子在必要时，宁可不学外语或代数，甚至钢琴；但她必须学习如何烹饪美食，缝制合身的衣服，有效地履行家政的许多责任。（《教育论》216页）{{PH124 42.6}[222]

§460 5.?Emphasize the Essential and Useful.—“Many of the branches of study that consume the student’s time are not essential to usefulness or happiness; but it is essential for every youth to have a thorough acquaintance with everyday duties. If need be, a young woman can dispense with a knowledge of French and algebra, or even of the piano; but it is indispensable that she learn to make good bread, to fashion neatly-fitting garments, and to perform efficiently the many duties that pertain to home-making.”—Education, 216.?{PH124 42.6}[222]

§461 在教育的每一门学科中，除了专业知识之外，还有更重要的目标需要达到。比如语言，除了现代或古代的外语之外，更重要的是正确流畅地写和说本国语言的能力。来自语法规则的训练，其重要性比不上从更高的角度来研究语言。……言语的第一要求就是纯洁、仁慈和真诚。它是心中的恩典在外面的表现。（《教育论》234、235页）{PH124 43.1}[223]

§462 “In every branch of education there are objects to be gained more important than those secured by mere technical knowledge. Take language, for example. More important than the acquirement of foreign languages, living or dead, is the ability to write and speak one’s mother tongue with ease and accuracy; but no training gained through a knowledge of grammatical rules can compare in importance with the study of language from a higher point of view....The chief requisite of language is that it be pure and kind and true,—’the outward expression of an inward grace,’”—Education, 234, 235.?{PH124 43.1}[223]

§463 对于一个青年人来说，充分学习正确使用本国语言，其价值要远远超过因学一点外语就忽略本国语言的效果。（《基督教育之研究》208页）{{PH124 43.2}[224]

§464 “A thorough training in the use of the English language is of far more value to a youth than a superficial study of foreign languages, to the neglect of his mother tongue.”—Counsels to Parents, Teachers, and Students, 208.?{PH124 43.2}[224]

§465 我们的学校若把声音的训练、阅读、写作和拼写置于正确的地位，就会发生巨大的改善。过去这方面由于教师没有认识到其价值而受到到了忽视。但这些比拉丁文和希腊文更加重要。我并不是说学习拉丁文和希腊文不对，我是说忽视基础功课去掌握更高学科是不对的。……{PH124 43.3}[225]

§466 “When voice culture, reading, writing, and spelling take their rightful place in our schools, there will be seen a great change for the better. These subjects have been neglected because teachers have not recognized their value. But they are more important than Latin and Greek. I do not say that it is wrong to study Latin and Greek, but I do say that it is wrong to neglect the subjects that lie at the foundation of education in order to tax the mind with the study of these higher branches....?{PH124 43.3}[225]

§467 普通课程必须受到充分的重视，同时必须把记账知识和语法知识看得同样重要。……{PH124 43.4}[226]

§468 “The common branches must be thoroughly mastered, and a knowledge of bookkeeping should be considered as important as a knowledge of grammar....?{PH124 43.4}[226]

§469 正确地拼字，清晰漂亮地书写，记账，都是必修之课。记账课已从许多地方的学校工作中取消。但我们必须视它为一门重要的基本学科。在这些学科上充分准备，必使学生能胜任负责重大的职位。（《基督教育之研究》218页）{PH124 44.1}[227]

§470 “To spell correctly, to write a clear, fair hand, and to keep accounts, are necessary accomplishments. Bookkeeping has strangely dropped out of school work in many places, but this should be regarded as a subject of primary importance. A thorough preparation in these studies will fit students to stand in positions of trust.”—Counsels to Parents, Teachers, and Students, 218.?{PH124 44.1}[227]

§471 不要花时间学那些在今后对你人生很少用处的知识。在学习古典知识之前，先学会正确地说母语，学习如何记账，获得那些随时随地都有助于你的知识。（《基督教育之研究》219页）{PH124 44.2}[228]

§472 “Do not spend time in learning that which will be of little use to you in your after-life. Instead of reaching out for a knowledge of the classics, learn first to speak the English language correctly. Learn how to keep accounts. Gain a knowledge of those lines of study that will help you to be useful wherever you are.”—Counsels to Parents, Teachers, and Students, 219.?{PH124 44.2}[228]

§473 6.?死亡的文字是次要的——没有必要让许多的人学习拉丁文和希腊文。与那些教导人正确使用智力和体力的学科相比，学习已死亡的语言应置于次要地位。学生若花很多光阴去攻读已死亡的语言或各方面的书本知识，而疏忽了应付人生实际义务所需的训练，实在是愚不可及的。（《基督教育之研究》382页）{PH124 44.3}[229]

§474 6.?Dead Languages Secondary.—“A knowledge of Greek and Latin is not needed by many. The study of dead languages should be made secondary to a study of those subjects that teach the right use of all the powers of body and mind. It is folly for students to devote their time to the acquirement of dead languages, or of book knowledge in any line, to the neglect of a training for life’s practical duties.”—Counsels to Parents, Teachers, and Students, 382.?{PH124 44.3}[229]

§475 7.?劳动的知识高过书本学习—如果青年人只能接受单方面的教育，那么两者相比——获得一切科学的知识而牺牲健康和生命，与获得实际生活的劳动知识——哪一个更重要呢？我们要毫不犹疑地回答说：后者。如果有一项必须舍弃的话，那就舍弃书本的研究。（《基督教育之研究》289页）{{PH124 44.4}[230]

§476 7.?Knowledge of Labor Above Book Study.—“If the youth can have but a one-sided education, which is of the greater consequence, a knowledge of the sciences, with all the disadvantages to health and life; or a knowledge of labor for practical life? We unhesitatingly answer, The latter. If one must be neglected, let it be the study of books.”—Counsels to Parents, Teachers, and Students, 289.?{PH124 44.4}[230]

§477 8.?实际教育的真正目的——多数学生没能明白教育的真正目标，因此就没能采取要达到这个目标的做法。他们用功学习数学或语言，同时却忽视学习对幸福和成功的生活来说远为必要的东西。许多人能与地质学者一起探测地的深处，或与天文学家一起纵横诸天，却对他们自身这部奇妙的机器没什么兴趣。有些人能说出人体中有多少块骨骼，也能正确地描绘身体的每一个器官，可是却不知道健康的律法和疾病的治疗，好像生命是由盲目的命运支配，而不是受明确不变的律法控制似的。（《时兆》1882年6月29日文章〈体育的重要性〉）{PH124 44.5}[231]

§478 8.?True Object of Education Practical.—“Most students fail to understand the true object of education, and hence fail to take such a course as to secure this object. They apply themselves to the study of mathematics or the languages, while they neglect a study far more essential to the happiness and success of life. Many who explore the depths of the earth with the geologist, or traverse the heavens with the astronomer, show not the?slightest interest in the wonderful mechanism of their own bodies. Others can tell just how many bones there are in the human frame, and correctly describe every organ of the body, and yet they are as ignorant of the laws of health and the cure of disease as though life were controlled by blind fate, instead of by definite and unvarying law.—The Signs of the Times, June 29, 1882, art.?“Importance of Physical Training.”?{PH124 44.5}[231]

§479 有些家庭的幸福，由于妻子与母亲的无能而遭破坏。我们的女儿去学习绘画、刺绣、音乐，甚至于“立方根，”或修辞学等等，都还不如让她们学习怎样裁剪、缝制和修补自己的衣服，或烹调可口而合乎卫生的饮食那么重要。……{PH124 45.1}[232]

§480 “There are families without number whose happiness is wrecked by the inefficiency of the wife and mother. It is not so important that our daughters learn painting, fancywork, music, or even ‘cube root,’ or the figures of rhetoric, as that they learn how to cut, make, and mend their own clothing, or to prepare food in a wholesome and palatable manner....?{PH124 45.1}[232]

§481 在老式搓衣板上洗衣服、清除、打扫、在厨房和菜园中尽各样本分，对年轻女子来说将是颇有价值的锻炼。这种有益的劳作会取代击球游戏、箭术、舞蹈和无益于任何人的其它娱乐。{PH124 45.2}[233]

§482 “Washing clothes upon the old-fashioned rubbing board, sweeping, dusting, and a variety of other duties in the kitchen and the garden, will be valuable exercise for young ladies. Such useful labor will supply the place of croquet, archery, dancing, and other amusements which benefit no one.?{PH124 45.2}[233]

§483 许多女子受过良好的教育，曾以优异的成绩毕业于某个学府，但对于生活中的实际义务，竟一无所知，十分丢脸。……夏娃的每一个女儿都应该获得充分的家庭义务知识，接受家务中各个部门的训练。每一位青年女子都应该受到适当的教育，好在蒙召充任为妻为母的职分时，能像王后一般治理她自己的辖区。她应有充分的能力教导她的子女，并支配她家中的佣人，若有必要，她也须亲手操持家务。她应该明了人体的构造和卫生的原则、饮食和衣着的事、劳作与消遣之道、以及其它与她家庭福利直接攸关的无数事务。她有权获得医病的最佳方法的知识，好在子女有病时，可以亲自看护，而不必将她的小宝贝完全放在陌生的护士和医生的手中。（《时兆》1882年6月29日文章〈体育的重要性〉）{PH124 45.3}[234]

§484 “Many ladies, accounted well educated, having graduated with honors at some institution of learning, are shamefully ignorant of the practical duties of life.... It is the right of every daughter of Eve to have a thorough knowledge of household duties, to receive training in every department of domestic labor. Every young lady should be so educated that if called to fill the position of wife and mother, she may preside as a queen in her own domain. She should be fully competent to guide and instruct her children and to direct her servants, or if need be, to minister with her own hands to the wants of her household. It is her right to understand the mechanism of the human body and the principles of hygiene, the matters of diet and dress, labor and recreation, and countless others that intimately concern the wellbeing of her household. It is her right to obtain such a knowledge of the best methods of treating disease that she can care for her children in sickness, instead of leaving her precious treasures in the hands of stranger nurses and physicians.”—The Signs of the Times, June 29, 1882, art.?“Importance of Physical Training.”?{PH124 45.3}[234]

§485 1.?需要洁净——如果基督进入我们教育青年的学校，祂必洁净他们，像当日洁净圣殿一样，把许多产生不洁影响的事物，扫除净尽。青年所学习的许多书籍，将被清除，换上的书将能教导真知识，充满着值得珍藏在心里和思想中，能指导人行动的训诲。（《基督化教育》71页）{PH124 46.1}[235]

§486 【Books】

§487 1.?Cleansing Needed.—“Should Christ enter our institutions for the education of the youth, He would cleanse them as He cleansed the temple, banishing many things that have a defiling influence. Many of the books which the youth study would be expelled, and their places would be filled by others that would inculcate substantial knowledge, and abound in sentiments which might be treasured in the heart, in precepts that might govern the conduct.”—Christian Education, 71.?{PH124 46.1}[235]

§488 2.?人的话——人的话语即使有一定的价值，也不过是上帝之话的回声而已，决不可在青年的教育中取代圣经。（《教育特别证言》54页）{PH124 46.2}[236]

§489 2.?Word of Man.—“Man’s words, if of any value, echo the words of God. In the education of youth, they should never take the place of the divine Word.”—Special Testimonies on Education, 54.?{PH124 46.2}[236]

§490 在我们的学校中不容有那些显然未实际认识基督之人的言论。它们是会阻碍正确教育的。（《证言》卷六163页）{PH124 46.3}[237]

§491 “The words of men who give evidence that they have not a practical knowledge of Christ, should find no place in our schools. They will be hindrances to proper education.”—Testimonies for the Church 6:163.?{PH124 46.3}[237]

§492 3.?不信之作家——不承认上帝的哲学探讨和科学研究是绝对有害的。如果把公然不信之作家的作品放在青年人的手中，作为教育的依据和权威，这种有害影响要更加严重。这些人所表达的思想，含有害人的毒素。研究这类书就像是摸黑煤块一样。一个学生既然遵循怀疑主义的思想方法，他的心灵就不可能不受污秽。（《教育特别证言》55页）{PH124 46.4}[238]

§493 3.?Infidel Authors.—“Cold, philosophical speculations, and scientific research in which God is not acknowledged, are a positive injury. And the evil is aggravated when, as is often the case, books placed in the hands of the young, accepted as authority, and depended upon in their education, are from authors avowedly infidel. Throughout all the thoughts presented by these men, their poisonous sentiments are interwoven. The study of such books is like handling black coals; a student cannot be undefiled in mind who thinks along the line of skepticism.”—Special Testimonies on Education, 55.?{PH124 46.4}[238]

§494 4.用圣经来检验——不可用人的科学观点来检验圣经，而应使科学接受那无误标准的检验。{PH124 47.1}[239]

§495 4.?Bible the Test.—“The Bible is not to be tested by men’s ideas of science, but science is to be brought to the test of the unerring standard.?{PH124 47.1}[239]

§496 但是科学的研究也不可忽视。为此必须使用一些书。但是这些书必须与圣经和谐，因为圣经乃是标准。必须用这类书来代替学生目前手头的许多书。（《教育特别证言》56、57页）{PH124 47.2}[240]

§497 “Yet the study of the sciences is not to be neglected. Books must be used for this purpose; but they should be in harmony with the Bible, for that is the standard. Books of this character should take the place of many of those now in the hands of students.”—Special Testimonies on Education, 56-57.?{PH124 47.2}[240]

§498 5.?许多书是不必要的——主要我忠告我们学校的教师。我们学校的工作方法应不同于一些有名望的学校所采用的方法。这些学校中所使用的许多课本对于预备学生进入天上的学校是毫无用处的。结果青年人并没有受到最完善的基督徒教育。（《基督教育之研究》389页）{{PH124 47.3}[241]

§499 5.?Many Books Unnecessary.—“I am given words of caution for the teachers in our schools. The work of our schools should bear a different stamp from that borne by some of the most popular of our institutions of learning. Many of the textbooks used in these schools are unnecessary for the work of preparing students for the school above. As a result, the youth are not receiving the most perfect Christian education.”—Counsels to Parents, Teachers, and Students, 389.?{PH124 47.3}[241]

§500 6.?清除含有错谬的书——上帝要求我们的教师从我们的学校中清除那些包含与圣经相违之观点的书藉，而代之以最有价值的书。当他们向世人表明由于大教师的教导，他们拥有非世人所能授予的智慧时，上帝就得到了尊荣，因为那最伟大的导师是他们的指导者。{PH124 47.4}[242]

§501 6.?Eliminate Books Containing Error.—“The Lord requires our teachers to put away from our schools those books teaching sentiments which are not in accordance with His Word, and to give place to those books that are of the highest value. He will be honored when they show to the world that a wisdom more than human is theirs, because the Master Teacher is standing as their instructor.?{PH124 47.4}[242]

§502 我们需要在我们的教育工作中清除虚伪不洁的文学作品，以免罪恶的种子被人当作真理来接受欣赏。……所以我们的学校绝对需要对青年人进行一种纯正的教育，决不可掺杂异教的哲学。（《基督教育之研究》389、390页）{{PH124 47.5}[243]

§503 “There is need of separating from our educational work an erroneous, polluted literature, so that ideas which are the seeds of sin will not be received and cherished as the truth.... A pure education for the youth in our schools, unmixed with heathen philosophy, is a positive necessity.”—Counsels to Parents, Teachers, and Students, 389, 390.?{PH124 47.5}[243]

§504 7.?剔除不信观点的流毒——我们需要不断提防那些以诡辨来论述地质学或其它科学的书藉。我们在把人的学说介绍给思想未成熟的学生之前，应当小心剔除不信观点的流毒。……{PH124 47.6}[244]

§505 7.?Sift Out Every Trace of Infidelity.—“We need to guard continually against those books which contain sophistry in regard to geology and other branches of science. Before the theories of men of science are presented to immature students,?they need to be carefully sifted from every trace of infidel suggestion....?{PH124 47.6}[244]

§506 8.?避免扰乱思想的书——把那些容易扰乱青年人思想的书放在青年人手中是不对的。（《基督教育之研究》390页）{{PH124 48.1}[245]

§507 8.?Avoid Books That Confuse.—“It is a mistake to put into the hands of the youth books that perplex and confuse them.”—Counsels to Parents, Teachers, and Students, 390.?{PH124 48.1}[245]

§508 曲解真理的书切不可放在青少年的手中。切莫让我们的孩子在受教育时接受那撒布罪恶种子的概念。（《基督教育之研究》385页）{{PH124 48.2}[246]

§509 “Never should books containing a perversion of truth be placed in the hands of children or youth. Let not our children, in the very process of obtaining an education, receive ideas that will prove to be seeds of sin.”—Counsels to Parents, Teachers, and Students, 385.?{PH124 48.2}[246]

§510 9.?预备课本——应当准备好课本，放在学生手中，教他们对真理有真诚的敬爱和坚定的正直。学生所上的课在形成品格方面是绝对必要的，使他们为将来的生活作好准备，应当始终将这样的课程摆在他们面前。（《教育特别证言》230页）{PH124 48.3}[247]

§511 9.?Books to Be Prepared.—“Books should have been prepared to place in the hands of students that would educate them to have a sincere, reverent love for truth and steadfast integrity. The class of studies which are positively essential in the formation of character, to give them a preparation for the future life, should be kept ever before them.”—Special Testimonies on Education, 230.?{PH124 48.3}[247]

§512 10.?编辑书籍——几年以前，我在夜间的异象参加了一个讨论学校工作的会议，听到以下的问题：“为什么不挑选和编辑合宜的读物和课本呢？为什么不把圣经推崇到其它一切人的作品之上？难道你们认为更多明白上帝所说的话会对教师和学生起到有害的影响吗？（《基督教育之研究》458页）{PH124 48.4}[248]

§513 10.?Compile Books.—“In a night vision given me some years ago I was in an assembly where our school problems were being discussed, and the question was asked, ‘Why has not appropriate matter for reading books and other lesson books been selected and compiled? Why has not the Word of God been extolled above every human production? Have you thought that a better knowledge of what the Lord hath said would have a deleterious effect on teachers and students?’”—Counsels to Parents, Teachers, and Students, 458.?{PH124 48.4}[248]

§514 大量被视为学校教育必不可少的书籍含有错误的原则，若带到实际生活中去，会把学生引到错误的道路上去，放弃对上帝的献身，离开永垂不朽的知识。（《青年导报》1898年10月27日文章〈查考圣经〉）{PH124 48.5}[249]

§515 “The mass of books which have been thought essential for school education contain erroneous principles, which, if carried into practical life, will lead the students into false paths, away from consecration to God, away from that knowledge which will live through endless ages.”—The Youth’s Instructor, October 27, 1898, art.?“Search the Scriptures.”?{PH124 48.5}[249]