第26章 在基督的训练下
§1
第26章 在基督的训练下
§2
Under Discipline to Christ
§3
每一个教育青少年学生的教师，都要记住，他们所带来的气氛，不论是愉快的或是不愉快的，都影响着儿童。教师若常与上帝交通，基督若住在他心中，儿童就会感觉到他的精神。如果他怀着急燥易怒的态度走进教室，他所带来的气氛，也会留下印象。{CT 191.1}[1]
§4
Every teacher who has to do with the education of young students should remember that children are affected by the atmosphere that surrounds the teacher, whether it be pleasant or unpleasant. If the teacher is connected with God, if Christ abides in his heart, the spirit that is cherished by him will be felt by the children. If teachers enter the schoolroom with a provoked, irritated spirit, the atmosphere surrounding their souls will also leave its impression.?{CT 191.1}[1]
§5
凡在主的葡萄园中，从事这部分工作的教师需要自制，并使自己的脾气和情绪，常处于圣灵的管理之下。他们应当显明自己有健全和匀称的品格，而不是片面的心智。教师若每日在基督的学校里学习，他就能善于教育青少年。他们若能在基督的训练下克已自制，与大教师保持活泼的联系，就具备了宗教的实际知识；他们若保守自己的心常在上帝的爱里，就会知道如何表现基督化的耐心。他们必认识到主的葡萄园中，有最重要的田地需要他们去开垦。他们必诚心祷告说：“主啊！愿你作我的榜样。”借此把自己的心举向上帝。他们既仰望基督，就必甘心作祂的工作。{CT 191.2}[2]
§6
The teachers who work in this part of the Lord’s vineyard need to be self-possessed, to keep their temper and feelings under control, and in subjection to the Holy Spirit. They should give evidence of having, not a one-sided experience, but a well-balanced mind, a symmetrical character. Learning daily in the school of Christ, such teachers can wisely educate the children and youth. Self-cultured, self-controlled, under discipline to Christ, having a living connection with the Great Teacher, they will have an intelligent knowledge of practical religion; and keeping their own souls in the love of God, they will know how to exercise the grace of patience and Christlike forbearance. They will discern that they have a most important field in the Lord’s vineyard to cultivate. They will lift the heart to God in the sincere prayer, “Lord, be Thou my pattern;” and then, beholding Christ, they will do the work of Christ.?{CT 191.2}[2]
§7
健全的心智和均衡的品格，是各科教师所必须具备的。教育工作，不可交给那些还不知道如何作思想工作，尚未学会使自己处于基督训练之下，将自己的心意夺回，使之都顺服基督的青年人手中。他们对于上帝的恩典控制他们的心灵和品格的力量，体会得很少。作为基督徒，他们有许多东西需要放弃，有新的课程需要重新学习。{CT 191.3}[3]
§8
Well-balanced minds and symmetrical characters are?required of teachers in every line. The work of teaching should not be given into the hands of young men and women who do not know how to deal with human minds, who have never learned to keep themselves under discipline to Jesus Christ, to bring even the thoughts into captivity to Him. They know so little about the controlling power of grace upon their own hearts and characters that they have much to unlearn, and must learn entirely new lessons in Christian experience.?{CT 191.3}[3]
§9
在青少年中，会遇到各种各样的性格。他们的心是易受感应的。许多入学的儿童，在家中并没有受到良好的训练。一些人任其所好；另一些人，则因常受到挑剔而灰心丧志。他们很少看见快乐的事，也很少有人对他们说鼓励的话。他们继承了父母不完全的品格。他们所受的家庭训练，无益于公义品格的建立。如果为这些青少年安排的青年教师，不能热忱深切地爱上帝，以及基督所为之死的同胞，那将铸成大错，造成多人沉沦。不耐烦和易怒的人，不可担任教师。{CT 192.1}[4]
§10
There are all kinds of characters to deal with in the children and youth, and their minds are impressionable. Many of the children who attend our schools have not had proper training at home. Some have been left to do as they pleased; others have been found fault with and discouraged. Very little pleasantness and cheerfulness have been shown them; few words of approval have been spoken to them. They have inherited the defective characters of their parents, and the discipline of the home has been no help in the formation of right character. To place as teachers of these children and youth, young men and women who have not developed a deep, earnest love for God and for the souls for whom Christ has died, is to make a mistake that may result in the loss of many souls. Those who easily become impatient and irritated should not be educators.?{CT 192.1}[4]
§11
教师务要记住，他们不是与男女成人，而是与凡事需要学习的儿童打交道。一些儿童，在学习上遇到的困难，要比另一些儿童大得多。不聪明的学生，需要的鼓励要远超过他现在所得到的。如果为这些各等各样的人所安排的教师，是爱发号施令，自高自大，心怀偏见，对所爱的人和颜悦目，对另一些人严厉苛刻，就必产生混乱和不满。教育儿童的教师，若没有愉快稳重的性格，对于他们所教育的儿童，害处很大。{CT 192.2}[5]
§12
Teachers should remember that they are not dealing with men and women, but with children who have everything to learn. And it is much more difficult for some to learn than for others. The dull pupil needs much more encouragement than he receives. If there are placed over?these varied minds teachers who love to order and dictate and to magnify their authority, teachers who deal with partiality, having favorites to whom they show preference, while others are treated with exactitude and severity, confusion and insubordination will result. Teachers who are not blessed with a pleasant, well-balanced disposition may be placed in charge of children, but a great wrong is done to those whom they educate.?{CT 192.2}[5]
§13
一位教师可能造诣很深，知识渊博，可他是否也有作思想工作的智慧呢？如果教师心中没有基督之爱，他就不够资格担任教育青年的严肃职责。他们既没有受过那更高的教育，就不知道如何应付人的思想。他们自己悖逆的心还想逞强呢。如果儿童易于塑造的心灵和品格接受他们的训练，就必在儿童心中，留下难以消除的伤痕。{CT 193.1}[6]
§14
A teacher may have sufficient education and knowledge in the sciences to instruct, but has it been ascertained that he has tact and wisdom to deal with human minds? If instructors have not the love of Christ abiding in their hearts, they are not fit to bear the grave responsibilities placed upon those who educate the youth. Lacking the higher education themselves, they know not how to deal with human minds. Their own insubordinate hearts are striving for control; and to subject the plastic minds and characters of the children to such discipline is to leave upon the mind scars and bruises that will never be removed.?{CT 193.1}[6]
§15
教师们，你们既然不是为了暂时，而是为了永恒而工作，就当扪心自问：当我与基督所为之舍命的人打交道的时候，有没有让基督的爱控制自己呢？有没有按照上帝的旨意，在祂的教育下彻底抛弃品格上的旧面貌，而使之焕然一新？我有没有因缺少上头来的智慧，而借着不圣洁不耐烦的话，加强青年人邪僻的精神？{CT 193.2}[7]
§16
Inquire, teachers, you who are doing your work not only for time but for eternity, Does the love of Christ constrain me as I deal with the souls for whom He has given His life? Under His discipline do old traits of character, not in conformity with the will of God, pass away and qualities the opposite take their place? or am I, by my unsanctified words and my impatience, my want of that wisdom which is from above, confirming these youth in their perverse spirit??{CT 193.2}[7]
§17
教师对小孩子，表示不耐烦和急躁情绪，其过错多在于教师，而少在于儿童。教师们在工作中疲倦了，而儿童不按着他们的意思说话行事时，他们岂可失去机智，让撒但的精神进来，以致给儿童留下不愉快的印象呢？一个爱耶稣并珍视祂救恩能力的教师，决不会也不敢让撒但控制他的思想。一切足以败坏他感化力的事物，都必须抛弃，因为这些东西违背上帝的旨意，危及宝贵小羊的心灵。{CT 193.3}[8]
§18
When a teacher manifests impatience or fretfulness?toward a child, the fault may not be with the child one half so much as with the teacher. Teachers become tired with their work, and something the children say or do does not accord with their feelings. Will they at such times, through a failure to exercise tact and wisdom, let Satan’s spirit enter and lead them to arouse in the children feelings that are disagreeable and unpleasant? The teacher who loves Jesus, and who appreciates the saving power of His grace, cannot, dare not, let Satan control his spirit. Everything will be put away that would corrupt his influence, because it opposes the will of God and endangers the souls of the precious sheep and lambs.?{CT 193.3}[8]
§19
当基督在你心里成了有荣耀的盼望时，上帝的真理就会影响你原来的性情。真理更新的能力，就必改变你的品格。于是你就不会在任何学生面前，显出不圣洁的心思和脾气，而为上帝的真理作假见证。你就不会因显示自私和非基督化的精神，给人留下一种印象，认为基督的恩典，并不是在所有的时间和地点都够你用的。你就不仅在名义上，而且在实际上表明你服于上帝的权威之下。{CT 194.1}[9]
§20
When Christ is formed within, the hope of glory, then the truth of God will so act upon the natural temperament that its transforming power will be seen in changed characters. You will not then, by revealing an unsanctified heart and temper, turn the truth of God into a lie before any of your pupils. Nor will you, by manifesting a selfish, un-Christlike spirit, give the impression that the grace of Christ is not sufficient for you at all times and in all places. You will show that the authority of God over you is not in name only, but in reality and truth.?{CT 194.1}[9]
§21
每一个接受教育青少年职责的教师都当省察自己，扪心自问，上帝的真理是否已控制了我们的心？我们是否已经领受那来自耶稣基督的智慧呢？“先是清洁，后是和平、温良柔顺，满有怜悯，多结善果，没有偏见，没有假冒。”我有没有遵循“使人和平的，是用和平所载种的义果”这一原则？（雅3:18）{CT 194.2}[10]
§22
Let every teacher who accepts the responsibility of teaching the children and youth, examine himself. Let him ask himself, Has the truth of God taken possession of my soul? Has the wisdom which comes from Jesus Christ, which is “first pure, then peaceable, gentle, and easy to be entreated, full of mercy and good fruits, without partiality, and without hypocrisy,” been brought into my character? Do I cherish the principle that “the fruit?of righteousness is sown in peace of them that make peace”??James 3:17, 18.?{CT 194.2}[10]
§23
教师们：耶稣每日都在你们的学校中。祂无穷的伟大爱心不仅向行为端庄、环境良好的儿童，而且也向承受了不良品性的儿童发出。父母们没有明白他们培养儿童品质的责任是何等重大，以致没有温柔智慧地对待他们所塑造的儿女。他们也不能追溯儿童令人灰心之品性的起因。但耶稣始终以同情和爱心垂顾这些孩子。祂知道一切，因为祂能从起初看到结果。{CT 195.1}[11]
§24
Teachers, Jesus is in your school every day. His great heart of infinite love is drawn out, not only for the best-behaved children, who have the most favorable surroundings, but for the children who have by inheritance objectionable traits of character. Even parents have not understood how much they are responsible for the qualities developed in their children, and they have not had the tenderness and wisdom to deal with them, whom they have made what they are. They have failed to trace back to the cause of the discouraging developments that are a trial to them. But Jesus looks upon these children with pity and love. He understands; for He reasons from cause to effect.?{CT 195.1}[11]
§25
严厉的话和不住的非难只能使孩子心慌意乱，并不能改变他们。要戒除急燥的话语，使你的心常处于基督的训练之下。这样，你就会逐渐知道如何以同情和怜悯之心来对待受你影响的人。不要生硬烦燥。儿童若不需要教育，就不必入学了，应当耐心温慈地帮助他们一步一步地攀登知识的阶梯。要站在耶稣一边。有了祂的性情，你就能具备敏锐温慈的感官，把犯错误者的困难看为自己的。{CT 195.2}[12]
§26
Sharp words and continual censure bewilder the child, but do not reform him. Keep back the pettish word; keep your own spirit under discipline to Christ. Then you will learn to pity and to sympathize with those who are brought under your influence. Do not show impatience or harshness. If these children did not need educating, they would not be in school. They are to be patiently, kindly helped up the ladder of progress, climbing step by step in obtaining knowledge. Take your stand by the side of Jesus. Possessing His attributes, you will be the possessor of keen, tender sensibilities and will make the cause of the erring your own.?{CT 195.2}[12]
§27
许多自命为基督的教师所度的宗教生活表明他们并不是基督徒。他们时常误表基督。他们的宗教受环境的支配。当凡事称心如意，没有刺激性的环境来激起他们不温柔而非基督化的性情时，他们很能迁就人，温和愉快笑容可掬。但我们实行真理不可凭着一时高兴，而是在任何时候和任何地点。我们不能凭一时的冲动和偶然的行动来事奉主。当家中或其他场合所发生的事破坏安宁，令人愤愤不平时，教师若能把一切放在上帝面前，而在他们开始日常工作之先祈求祂的恩典；如果他们亲自体会上帝的慈爱能力和恩典在他们心中，上帝的天使就会与他们一同进入教室。{CT 195.3}[13]
§28
The religious life of a large number of teachers who profess to be Christians is such as to show that they are not Christians. They are constantly misrepresenting Christ. They have a religion that is subject to and?controlled by circumstances. If everything happens to move in a way that pleases them, if there are no irritating circumstances to call out their unsubdued, un-Christlike natures, they are condescending and pleasant and very attractive. But the truth is not to be practiced only when we feel like it, but at all times and in all places. The Lord is not served by a man’s hasty impulse, his fitful performances. If, when things occur in the family or in association with others, which ruffle their peace and provoke the temper, teachers would lay everything before God, asking for His grace before they engage in their daily work; if they would know for themselves that the love and power and grace of God are in their own hearts, angels of God would go with them into the schoolroom.?{CT 195.3}[13]
§29
如果让儿童处在圣灵的直接感化之下，训练、培养、引导他们受主的教育和教导，那是大有益处的，务要靠着主的圣名和大能努力培养良好的习惯，灌输公义的精神。{CT 196.1}[14]
§30
It means much to bring children under the direct influence of the Spirit of God, to train and discipline them, to bring them up in the nurture and admonition of the Lord. The formation of right habits, the inculcation of a right spirit, will call for earnest efforts in the name and strength of Jesus.?{CT 196.1}[14]
§31
“凡……大祭司……能体谅那愚蒙心和迷失的人，因为他自己也是被软弱所困”（来5:1,2）。从广义上来说，在儿童面前他当实行这个真理。当教师因儿童的过错而焦燥发怒时，务要想起这个真理。他们应当想想天使正忧伤地看着他们。如果儿童做错了事，最要紧的事是借着劝告和榜样教导他们应当如何行。{CT 196.2}[15]
§32
“Every high priest ... can have compassion on the ignorant, and on them that are out of the way; for that he himself also is compassed with infirmity.”?Hebrews 5:1, 2. This truth can in the highest sense be exemplified before the children. Let teachers bear it in mind when they are tempted to be impatient and angry with the children because of misbehavior. Let them remember that angels of God are looking sorrowfully upon them. If the children err and misbehave, then it is all the more?essential that those who are placed over them should be able to teach them, by precept and example, how to act.?{CT 196.2}[15]
§33
教师在任何情况下都不可丧失自制，同情和爱心，而显出粗暴烦燥的精神。那些生来急燥易怒，习惯指责人，心怀恶念的人应另找工作，使他们粗暴的性格不至于影响青少年。这样的教师非但不胜任教导儿童的工作，还需要有人将耶稣基督的教训指教他们。{CT 197.1}[16]
§34
In no case are teachers to lose self-control, to manifest impatience and harshness, and a want of sympathy and love. Those who are naturally fretful, easily provoked, and who have cherished the habit of criticism and evil thinking, should find some other kind of work, where their unlovely traits of character will not be reproduced in the children and youth. In the place of being fitted to instruct the children, such teachers need one to teach them the lessons of Jesus Christ.?{CT 197.1}[16]
§35
教师若有基督的爱住在心中，就像甜蜜的馨香，和活的香气叫人活。他就必与他所看顾的儿童，联系在一起。借着基督的恩典，他可以成为上帝手中的器皿，提高、启发、鼓舞、帮助洁净心中的污秽，直到因基督的恩典而改变品格，心中反映出上帝的形像。{CT 197.2}[17]
§36
If the teacher has the love of Christ abiding in the heart as a sweet fragrance, a savor of life unto life, he may bind the children under his care to himself. Through the grace of Christ he may be an instrument in God’s hands to enlighten, lift up, encourage, and help to purify the soul temple from its defilement, until the character shall be transformed by the grace of Christ, and the image of God be revealed in the soul.?{CT 197.2}[17]
§37
基督说：“我自己分别为圣，叫他们也因真理成圣。”（约17:9）这是每一个基督徒教师所要负担的工作。从事这项工作，不能漫不经心，随便乱来，因为教育儿童需要自制，以及基督的大量恩典。上天视儿童为未成年而赋有才能的人。如果加以正确的引导和培养，就能成为天使乐意与他合作的人——就是上帝的同工。{CT 197.3}[18]
§38
Said Christ, “I sanctify Myself, that they also might be sanctified.”?John 17:19. This is the work that devolves on every Christian teacher. There must be no haphazard work in this matter; for the education of the children requires very much of the grace of Christ and the subduing of self. Heaven sees in the child the undeveloped man or woman, with capabilities and powers that, if correctly guided and developed, will make him or her one with whom the divine agencies can co-operate—a laborer together with God.?{CT 197.3}[18]
§39
【一个实际的教训】
§40
好牧人的比喻，说明每一个担任青少年教师的传道人和基督徒所负的职责。不要斥责鞭打那只远离了羊圈的羊，却要耐心地呼唤它回来。没有迷路的九十九只，并不需要牧人的同情和殷切的爱怜，但牧人要寻找那只使祂如此担心，需要祂最深切同情的羊。祂撇下羊群，以全副精力来寻找那失丧的羊。{CT 198.1}[19]
§41
【An Object Lesson】
§42
The parable of the good shepherd represents the responsibility of every minister and of every Christian who has accepted a position as teacher of the children and youth. The one that has strayed from the fold is not followed with harsh words and a whip but with winning invitations to return. The ninety and nine that had not strayed do not call for the sympathy and tender, pitying love of the shepherd. But the shepherd follows the sheep and lambs that have caused him the greatest anxiety and have engrossed his sympathies most deeply. He leaves the rest of the sheep, and his whole energies are taxed to find the one that is lost.?{CT 198.1}[19]
§43
且看那幅图景——赞美上帝---牧人与羊回来了，把它抱在手里，边走边庆幸说：“我失去的羊已经找着了，你们和我一同欢喜吧！”（路15:6）这幅寻羊的图景，真令人感激满怀。向我们展现的，不是悲伤的牧人空手而归。如何成功地把迷羊领归羊圈，这是一切牧人所要学习的功课。{CT 198.2}[20]
§44
And then the picture—praise God!—the shepherd returns with the sheep, carrying it in his arms, and rejoicing at every step. “Rejoice with me,” he says, “for I have found my sheep which was lost.”?Luke 15:6. I am so thankful that we have the picture of the sheep found. There is no picture presented before our imagination of a sorrowful shepherd returning without the sheep. This is the lesson that the undershepherds are to learn—success in bringing the sheep and lambs back to the fold.?{CT 198.2}[20]
§45
上帝的智慧、能力和爱心，是无可比拟的。这乃是神圣的保证——没有一只迷羊，会被忽略和撇弃。有一条金色的链子——上帝的怜悯和慈悲的大能——围绕着每一个被罪压伤的心灵。{CT 198.3}[21]
§46
The wisdom of God, His power, and His love are without parallel. They are the divine guarantee that not one, even, of the straying sheep and lambs is overlooked, not one left unsuccored. A golden chain—the mercy and compassion of divine power—is passed around every one of these imperiled souls.?{CT 198.3}[21]
§47
【广阔的田地】
§48
在我们学校教师的面前，有一片广阔的田地，需要作工、开垦、播种和收割。有什么比教导青少年爱上帝，并守祂诫命更令人心满意足呢？有什么事比看见青少年，跟从大牧人基督更为快乐呢？当献身的工人，得知他为主所作坚持不懈的工作没有落空，看见他的学生，享受罪得赦免的喜乐，看见他们接受圣灵的感化，获得真正高尚的品格，得以恢复上帝的形像，寻求从和平之君那里来的平安——那时，他们心中是充满何等大的快乐！真理是一种束缚吗？——从某种意义上说，是的，因为真理使人甘心束缚于救主，使心服于基督的温柔。{CT 198.4}[22]
§49
【A Wide Field】
§50
To those who are accepted as teachers in our schools is opened a wide field for labor and cultivation, for the sowing of the seed, and the harvesting of the ripened grain. What should give greater satisfaction than to educate the children and youth to love God and keep His commandments? What should give greater joy than to see these children and youth following Christ, the Great Shepherd? What should shed more sunshine through the soul of the devoted worker than to know that his patient, persevering labor in the Lord is not in vain, to see his pupils experiencing joy in their souls for sins forgiven, to see them receiving the impressions of the Spirit of God in true nobility of character and in the restoration of the moral image of God, seeking for that peace which comes from the Prince of Peace? The truth a bondage? Yes, in one sense; for it binds the soul in willing captivity to the Saviour, bowing the heart to the gentleness of Christ.?{CT 198.4}[22]
§51
在教师的所有资格中，正确的原则和良好的习惯是首要的，可是精通科学知识，也是不可缺少的。高尚的品格，必须和渊博的知识相结合。{CT 199.1}[23]
§52
While right principles and correct habits are of first importance among the qualifications of the teacher, it is indispensable that he should have a thorough knowledge of the sciences. With uprightness of character, high literary acquirements should be combined.?{CT 199.1}[23]
§53
你若蒙召做一个教师，你也就同时蒙召做一学生；你若担负起教导别人的神圣责任，你也就同时负起好好掌握你所教授每门功课的责任。不可满足于迟钝的思想，闲懒的心志和松懈的记忆。教导人是一项高尚的工作，学习是一项有福的任务。真知识乃是一个宝藏，教师掌握得越多，他的工作就越有成效。{CT 199.2}[24]
§54
If you are called to be a teacher, you are called to be a learner also. If you take upon yourself the sacred responsibility of teaching others, you take upon yourself the duty of becoming master of every subject you seek to teach. Be not content with dull thoughts, an indolent mind, or a loose memory. It is a noble thing to teach; it?is a blessed thing to learn. True knowledge is a precious possession, and the more the teacher has of it, the better will be his work.?{CT 199.2}[24]
§55
父母若把儿童送进公立学校，就是使他们置于那败坏人德行和习惯的影响之下。儿童在这种环境中间所接受的教育，往往使他们与基督为敌。他们忽视了虔诚和品行。{CT 200.1}[25]
§56
In sending children to the public schools, parents are placing them under demoralizing influences—influences that injure the morals and habits. In such surroundings, children often receive instruction that trains them to be enemies of Christ. They lose sight of piety and virtue.?{CT 200.1}[25]
§57
世上许多学校都受惯于犯罪的男女孩童所发挥的有害影响所感染。那些得以在街上任意玩耍的儿童，正在接受一种不良的教育。他们不负责任的父母，终有一天会发觉儿童已成为轻率从事，不服管教的人。{CT 200.2}[26]
§58
Many public schools are permeated by the baneful influence of boys and girls who are experts in sin. And the children who are allowed to play on the street are also obtaining a training that thoughtless parents will sometime learn leads to recklessness and lawlessness.?{CT 200.2}[26]
§59
上帝赐给青少年好问的心。他们的推理能力，乃是上帝所托付给他们的宝贵才能。父母应当明白儿童教育的真正意义。因为这种教育，是包括多方面的。他们应当教导儿童提高每一才能，渴望所有才干都能用来为基督服务，救拔沉沦的人类。{CT 200.3}[27]
§60
God has given inquiring minds to youth and children. Their reasoning powers are entrusted to them as precious talents. It is the duty of parents to keep the matter of their education before them in its true meaning; for it comprehends many lines. They should be taught to improve every talent, expecting that all will be used in the service of Christ for the uplifting of fallen humanity.?{CT 200.3}[27]
§61
教会学校的成效，大都依赖于所选择的教师。在学校中任职的人，应当年龄适当。在学生众多的学校，要从年纪大的同学中，拣选辅导员，这样，学生就能获得很有价值的经验。{CT 200.4}[28]
§62
Much of the success of a church school depends upon the teacher chosen. The one placed in charge of a school should be of suitable age; and where the number of students is large enough, assistants should be chosen from among the older ones. Thus the students will gain an experience of great value.?{CT 200.4}[28]