第09章 教育与健康
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第09章 教育与健康
§2
Chap. 09 - Education and Health.
§3
过去多年来所推行的教育方式是有害于健康，甚至有害于生命的。许多父母和教师没能明白：孩子幼年的时候最需要关注的是体格，以便孩子的身体和大脑达到健康状态。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。在许多情况下，小孩子们挤在通风不良的教室里，他们坐在设计很差的长椅上，坐姿不正确，结果，幼嫩的体格往往变得畸形。小孩子的四肢和肌肉都不强壮，脑力也不发达，他们这样受着限制，对他们是有害的。许多小孩本来对生命的把握就不强。学校中日复一日的限制，使他们神经衰弱，身患疾病，他们由于神经系统的精疲力尽而发育不良。若是生命的火花熄灭了，教师和父母，仍不会认识到他们对熄灭生命火花的事，负有什么责任。伤心的父母，站在孩子的坟墓旁边望着死者，以为是天意的特别安排时，他们却不知道，正是他们自己不可原谅的无知毁灭了孩子的生命。在这种情况下，把孩子的死归因于天意，乃是一种亵渎的行为。上帝希望孩子存活并受正确的教育，使他们能发育优美的品格，在今生荣耀祂，在来生赞美祂。{CTBH 81.1}[1]
§4
For generations the prevailing system of education has been destructive to health, and even to life itself. Many parents and teachers fail to understand that in the childs early years the greatest attention needs to be given to the physical constitution, that a healthy condition of body and brain may be secured. It has been the custom to encourage sending children to school when they were mere babies, needing a mothers care. In many instances the little ones are crowded into ill-ventilated school-rooms, where they sit in improper positions, upon poorly constructed benches, and as the result the young and tender frames often become deformed. Little children, whose limbs and muscles are not strong, and whose brains are undeveloped, are kept confined, to their injury. Many have but a slight hold on life to begin with, and confinement in school from day to day makes them nervous, and they become diseased. Their bodies are dwarfed in consequence of the exhausted condition of the nervous system. Yet when the lamp of life goes out, parents and teachers do not realize that they were in any way responsible for quenching the vital spark. Standing by the grave of their child, the afflicted parents look upon their bereavement as a special dispensation of Providence, when it was their own inexcusably ignorant course that destroyed the young life. Under such circumstances, to charge the death to Providence savors of blasphemy. God wants the little ones to live, and receive a right education, that they may develop a beautiful character, glorify him in this world, and praise him in the better world. {CTBH 81.1}[1]
§5
父母和教师虽然负起训练这些儿童的责任，却很少在上帝面前感到有责任熟悉身体的构造，以便知道如何保持他们所照管之人的生命和健康。成千上万的儿童因监护人的无知而死亡。{CTBH 81.2}[2]
§6
Parents and teachers take the responsibility of training these children, yet how few of them realize their duty before God to become acquainted with the physical organism, that they may know how to preserve the life and health of those who are placed in their charge. Thousands of children die because of the ignorance of those who care for them. {CTBH 81.2}[2]
§7
由于父母和教师不明智的做法，强迫孩子幼嫩的智力却忽视体力，以致毁了许多孩子的一生，有些甚至殒命。孩子太小，不可关在教室里。他们的心智因功课而过劳，其实本应不给他们留作业，直到他们的体力足以支持脑力劳动。小孩子应该象羊羔一样在户外自由地跑来跑去。应当允许他们有最良好的机会为健全的体格打下基础。{CTBH 82.1}[3]
§8
Many children have been ruined for life, and some have died, as the result of the injudicious course of parents and teachers, in forcing the young intellect while neglecting the physical nature. The children were too young to be in a school-room. Their minds were taxed with lessons when they should have been left untasked until the physical strength was sufficient to support mental effort. Small children should be as free as lambs to run out-of-doors. They should be allowed the most favorable opportunity to lay the foundation for a sound constitution. {CTBH 82.1}[3]
§9
关在学校里一味学习的青年是得不到完美的健康的。没有相应的体力劳动配合的脑力劳动会使大脑供血过度，而导致血液循环失去平衡。大脑的血液太多，而肢体末稍的血液则太少。学习的时间与休息的时间应该认真管理，其中一部分的时间应该是用来做体力劳动的。当学生们衣食住行的习惯遵从了身体的定律时，他们就能够在受教育的同时而不会牺牲自身的健康了。一定要时常重复一个教训并且要使其深入人心：如果一个人没有体力使用他所学到的知识，那么这种教育是毫无价值的。{CTBH 82.2}[4]
§10
Youth who are kept in school, and confined to close study, cannot have sound health. Mental effort without corresponding physical exercise, calls an undue proportion of blood to the brain, and thus the circulation is unbalanced. The brain has too much blood, while the extremities have too little. The hours of study and recreation should be carefully regulated, and a portion of the time should be spent in physical labor. When the habits of students in eating and drinking, dressing and sleeping, are in accordance with physical law, they can obtain an education without sacrificing health. The lesson must be often repeated, and pressed home to the conscience, that education will be of little value if there is no physical strength to use it after it is gained. {CTBH 82.2}[4]
§11
学生不应承担太多的功课以致于没有时间去从事体力劳动。除非每一天都到户外去发挥机体的能力，人是不会有良好健康的。总要花一些时间去做某种体力劳动，调动身体的每一部分。如果平衡学生的脑力及体力的负担，他的头脑就会得到休息而更新。如果他患病，身体运动往往会帮助他恢复到正常状态。学生离开学校时应比入校时更健康，而且更明白生命的定律。健康与品格应该受到同等的神圣保护。{CTBH 82.3}[5]
§12
Students should not be permitted to take so many studies that they will have no time for physical training. The health cannot be preserved unless some portion of each day is given to muscular exertion in the open air. Stated hours should be devoted to manual labor of some kind, anything which will call into action all parts of the body. Equalize the taxation of the mental and the physical powers, and the mind of the student will be refreshed. If he is diseased, physical exercise will often help the system to recover its normal condition. When students leave college, they should have better health and a better understanding of the laws of life than when they entered it. The health should be as sacredly guarded as the character. {CTBH 82.3}[5]
§13
很遗憾，许多学生不知道饮食对健康会产生强有力的影响。一些人从来没有下决心控制食欲，遵守饮食的正当规律。他们吃得太多，甚至在正餐时也是这样。一些人在两餐之间有什么就吃什么。如果那些自命为基督徒者想要解决如此令他们困惑的问题，即为什么他们的头脑这么迟钝，为什么他们的宗教热情如此低落，在许多情况下，他们只需要从餐桌上找原因；如果没有其他原因的话，这个原因就足够了。{CTBH 83.1}[6]
§14
Many students are deplorably ignorant of the fact that diet exerts a powerful influence upon the health. Some have never made a determined effort to control the appetite, or to observe proper rules in regard to diet. They eat too much, even at their meals, and some eat between meals whenever the temptation is presented. If those who profess to be Christians desire to solve the questions so perplexing to them, why their minds are so dull, why their religious aspirations are so feeble, they need not, in many instances, go farther than the table; here is cause enough, if there were no other. {CTBH 83.1}[6]
§15
许多人因为放纵食欲而与上帝分离。那位注意到一只麻雀落地，曾数过人头发的主，也看到了那些放纵不正当食欲之人的罪。他们所付出的代价是体力的削弱，智力的迟钝，道德感的麻木。{CTBH 83.2}[7]
§16
Many separate themselves from God by their indulgence of appetite. He who notices the fall of a sparrow, who numbers the very hairs of the head, marks the sin of those who indulge perverted appetite at the expense of weakening the physical powers, benumbing the intellect, and deadening the moral perceptions. {CTBH 83.2}[7]
§17
教师自己应当适当地注意健康的定律，使自己的各方面能力保持在最佳状态，通过言传身教对学生发挥正确的影响。凡因疾病或过劳而身体衰弱的教师应特别注意生命的定律。他们应当花时间休息。不可在体力或智力上承担繁重的教学工作以外的责任，使神经系统产生不平衡，因为这样他就不适于接触人心，对自己和学生都没有好处。{CTBH 83.3}[8]
§18
The teachers themselves should give proper attention to the laws of health, that they may preserve their own powers in the best possible condition, and by example as well as by precept may exert a right influence upon their pupils. The teacher whose physical powers are already enfeebled by disease or overwork, should pay special attention to the laws of life. He should take time for recreation. He should not take upon himself responsibilities outside of his school-work, which will so tax him, physically or mentally, that his nervous system will be unbalanced; for in this case he will be unfitted to deal with minds, and cannot do justice to himself or to his pupils. {CTBH 83.3}[8]
§19
我们的学校应有一切的设施，便于教授人体系统的原理。要教导学生怎样呼吸，怎样朗读和讲话，不靠喉部和肺部，而是靠腹部肌肉用力。教师也应在这方面训练自己。要使学生受到全面的训练，使他们可以过一种积极的生活，对上帝赐给他们居住的这个身体有聪明的认识。要教导学生活到老学到老。你在教导他们的时候，要记住他们还将去教导别人。你的教训要日复一日被重复，给越来越多的人带来益处。{CTBH 83.4}[9]
§20
Our institutions of learning should be provided with every facility for instruction regarding the mechanism of the human system. Students should be taught how to breathe, how to read and speak so that the strain will not come on the throat and lungs, but on the abdominal muscles. Teachers need to educate themselves in this direction. Our students should have a thorough training, that they may enter upon active life with an intelligent knowledge of the habitation which God has given them. Teach them that they must be learners as long as they live. And while you are teaching them, remember that they will teach others. Your lessons will be repeated for the benefit of many more than sit before you day by day. {CTBH 83.4}[9]