第04章 关于教育的思考
§1
第04章 关于教育的思考
§2
Chap. 04 - Thoughts on Education
§3
在人类所从事的工作中，最需要关心和智慧的，莫过于适当训练和教育青少年及儿童了。我们在幼年时期所受的影响是最有力有效的。智慧的人说：“教养孩童，使他走当行的道，就是到老他也不偏离”（箴22:6）。人的本性是三重的，所罗门所嘱咐的教养，包括体力、智力和道德力的正确发育。要正确地做这项工作，父母和教师必须亲自明白“孩童当行的道。”这除了书本知识或学校的学习之外，还包括实行节制、弟兄般的仁慈和敬虔，履行对我们自己、我们的邻舍和上帝的本分。{FE 57.1}[1]
§4
No work every undertaken by man requires greater care and skill than the proper training and education of youth and children. There are no influences so potent as those which surround us in our early years. Says the wise man, Train up a child in the way he should go: and when he is old, he will not depart from it. The nature of man is threefold, and the training enjoined by Solomon comprehends the right development of the physical, intellectual, and moral powers. To perform this work aright, parents and teachers must themselves understand the way the child should go. This embraces more than a knowledge of books or the learning of the schools. It comprehends the practice of temperance, brotherly kindness, and godliness; the discharge of our duty to ourselves, to our neighbors, and to God. {FE 57.1}[1]
§5
训练孩童的原则，不同于训练无理性的动物。畜生只须惯于顺服主人，而孩童却必须受教约束自己。意志必须受训练，去顺从理智和良心的指示。一个孩童可能被训练得象野兽一样，没有自己的意志，他的个性消失于他教师的个性中。这种训练非常不智，后果也很悲惨。受过这样教育的孩童，缺乏坚定和果断。他们未曾受教根据原则行事；他们的理性能力也没有藉运用而强化。应当尽一切可能训练每个孩童自力更生。藉着运用身体的各项功能，他会明白自己的优点和弱点何在。聪明的教师会特别留意加强孩子的软弱之处，使他能养成均衡匀称的品格。{FE 57.2}[2]
§6
The training of children must be conducted on a different principle from that which governs the training of irrational animals. The brute has only to be accustomed to submit to its master; but the child must be taught to control himself. The will must be trained to obey the dictates of reason and conscience. A child may be so disciplined as to have, like the beast, no will of its own, his individuality being lost in that of his teacher. Such training is unwise, and its effect disastrous. Children thus educated will be deficient in firmness and decision. They are not taught to act from principle; the reasoning powers are not strengthened by exercise. So far as possible, every child should be trained to self-reliance. By calling into exercise the various faculties, he will learn where he is strongest, and in what he is deficient. A wise instructor will give special attention to the development of the weaker traits, that the child may form a well-balanced, harmonious character. {FE 57.2}[2]
§7
在有些学校和家庭中，孩子们受直接的管教时虽然显得很有教养，但及至使他们持守既定规条的制度打破了，他们似乎就没有能力自己思考、行事或作决定了。要是他们曾受教尽可能迅速而且切合实际地运用自己的判断力，这种弊端原可避免。然而他们久已受父母或教师控制，以致全然依赖他们了。那谋求让学生的个性泯灭在自己的个性中，以致他们的理智、判断力和良心都要受他控制的人，是在负起一种没有保证的可怕责任。那些教育学生认识到要成为高尚有用的人力量在于他们自己的人，会取得最持久的成功。他们的工作在粗心的观察者看来或许不是最出色的，他们的努力或许不如实行绝对控制的教师那样受到高度重视，但学生以后的生活会显明这种更佳教育计划的结果。{FE 57.3}[3]
§8
In some schools and families, children appear to be well-trained, while under the immediate discipline, but when the system which has held them to set rules is broken up, they seem to be incapable of thinking, acting, or deciding for themselves. Had they been taught to exercise their own judgment as fast and as far as practicable, the evil would have been obviated. But they have so long been controlled by parents or teachers as to wholly rely upon them. He who seeks to have the individuality of his scholars merged in his own, so that reason, judgment, and conscience shall be subject to his control, assumes an unwarranted and fearful responsibility. Those who train their pupils to feel that the power lies in themselves to become men and women of honor and usefulness, will be the most permanently successful. Their work may not appear to the best advantage to careless observers, and their labor may not be valued so highly as that of the instructor who holds absolute control, but the after-life of the pupils will show the results of the better plan of education. {FE 57.3}[3]
§9
父母和教师都有命令太多、指示太多，同时却没有与自己的儿女或学生进行充分交流的危险。他们太矜持，以一种冷淡的、不表同情的方式运用自己的权威，这会抵制而不是赢得孩子的信任和感情。他们若是更加经常地把孩子聚集在自己周围，对他们的工作表示关心，甚至关心他们的游戏，就会获得孩子们的爱戴和信任，孩子们就会很容易地学到尊重和顺从的功课；因为爱乃是最棒的老师。对青少年表示类似的关心会收到同样的效果。年轻的心敏于对同情的接触作出反应。{FE 58.1}[4]
§10
Both parents and teachers are in danger of commanding and dictating too much, while they fail to come sufficiently into social relation with their children or their scholars. They maintain too great a reserve, and exercise their authority in a cold, unsympathizing manner, which tends to repel instead of winning confidence and affection. If they would oftener gather the children about them, and manifest an interest in their work, and even in their sports, they would gain the love and confidence of the little ones, and the lesson of respect and obedience would be far more readily learned; for love is the best teacher. A similar interest manifested for the youth will secure like results. The young heart is quick to respond to the touch of sympathy. {FE 58.1}[4]
§11
不要忘记，老师希望学生成为什么样子，他们自己就得是什么样子。因此，要把他的原则和习惯看得比他的文化素养更加重要。他应当是一个敬畏上帝的人，对自己的工作有责任感，明白德、智、体训练的重要性，并分别给予应有的关注。凡要控制自己学生的人，必须先要控制自己。要得到他们的爱，他就必须藉着表情、言语和行为表明他的心充满了对他们的爱。同时，坚定和果断在形成正确习惯和发育高尚品格的工作上也是不可缺少的。{FE 58.2}[5]
§12
Let it never be forgotten that the teacher must be what he desires his pupils to become. Hence, his principles and habits should be considered as of greater importance than even his literary qualifications. He should be a man who fears God, and feels the responsibility of His work. He should understand the importance of physical, mental, and moral training, and should give due attention to each. He who would control his pupils must first control himself. To gain their love, he must show by look and word and act that his heart is filled with love for them. At the same time, firmness and decision are indispensable in the work of forming right habits, and developing noble characters. {FE 58.2}[5]
§13
在每一种教育体系中，体育都应占据一个重要的地位。父母和老师有责任熟悉人体组织及控制它的法则，尽可能地使他们的儿女和学生获得地上一切福气中最大的福气：“在健全的身体中有健全的心智”。每年都有无数孩童死去，更多地则过着苟延残喘的悲惨生活，可能是犯罪的生活，皆因父母和教师的无知或疏忽。{FE 59.1}[6]
§14
Physical training should occupy an important place in every system of education. It is the duty of parents and teachers to become acquainted with the human organism and the laws by which it is governed, and so far as possible, to secure to their children and pupils that greatest of all earthly blessings, a sound mind in a sound body. Myriads of children die annually, and many more are left to drag out a life of wretchedness, perhaps of sin, because of the ignorance or neglect of parents and teachers. {FE 59.1}[6]
§15
许多母亲花数小时或数天在不必要的工作上，只是为了炫耀，可是却没有时间去获得必要的信息以便保持自己儿女的健康。她把他们的身体托付给医生，把他们的心灵托付给传道人，这样她就可以不受打扰地敬拜她的时尚之神了。熟悉奇妙的人体结构，明白各个器官彼此依赖进行整体的健康活动，乃是一项她一点都不感兴趣的工作。关于心智与身体的相互影响，她一无所知。那将无限的与有限的联合起来的奇妙天赋——心智本身，她也不了解。{FE 59.2}[7]
§16
Many a mother spends hours and even days in needless work merely for display, and yet has no time to obtain the information necessary that she may preserve the health of her children. She trusts their bodies to the doctor, and their souls to the minister, that she may go on undisturbed in her worship of fashion. To become acquainted with the wonderful mechanism of the human frame, to understand the dependence of one organ upon another, for the healthful action of all, is a work in which she has no interest. Of the mutual influence of mind and body, she knows little. The mind itself, that wonderful endowment which allies the finite with the infinite, she does not understand. {FE 59.2}[7]
§17
历代以来，流行的教育体制，尤其是对儿童的教育，是摧毁健康，甚至生命本身的。年幼的孩子们一天五到六个小时在不完全通风、对学生们的健康来说也不够大的教室里度过。这种房间的空气不久就会变成毒气，有害于把它吸进去的肺脏。小孩子们活泼好动的身体和心智被困在这里，在漫长的夏日一直空闲无用，而室外美好的世界却在叫他们与鸟儿和花儿一起收集健康和快乐。许多孩童对生命至多只有一点点的把握。局限在学校里使他们神经紧张而且害病。他们的身体因缺乏锻炼和神经系统的疲惫状况而发育不全。若是生命的灯熄灭了，父母和老师也决没有想到自己做了什么使生命的火花熄灭的事。悲伤的父母看这事为天意特殊的安排，其实真相乃是对自然律不可原谅的无知和忽视摧毁了这些孩子的生命。上帝原计划让他们过享受健康和活力的生活，发育纯洁、高尚、可爱的品格，在今生荣耀祂，在来生永远赞美祂。{FE 59.3}[8]
§18
For generations, the system of popular education, for children especially, has been destructive to health, and even to life itself. Five and even six hours a day young children have passed in schoolrooms not properly ventilated nor sufficiently large for the healthful accommodation of the scholars. The air of such rooms soon becomes poisonous to the lungs that inhale it. And here the little ones, with their active, restless bodies, and no less active and restless minds, have been kept unoccupied during the long summer days, when the fair world without called them to gather health and happiness with the birds and flowers. Many children have at best but a slight hold on life. Confinement in school makes them nervous and diseased. Their bodies become dwarfed from want of exercise and the exhausted condition of the nervous system. If the lamp of life goes out, parents and teachers are far from suspecting that they themselves had aught to do with quenching the vital spark. The sad bereavement is looked upon as a special dispensation of Providence, when the truth is, inexcusable ignorance and neglect of natures laws had destroyed the life of these children. God designed them to live in the enjoyment of health and vigor, to develop pure, noble, and lovely characters, to glorify Him in this life and to praise Him forever in the future life. {FE 59.3}[8]
§19
谁能估计因培养智力以致忽视体力而毁坏了多少生命呢？不明智的父母和老师藉着奉承或害怕来刺激年幼心思的做法，已证明对许多有前途的学生来说是致命的。明智的老师不但不会想方设法引诱督促他们，反而会约束太活泼的心思，直到他们的体格变得足够强壮，可以支持脑力劳动。{FE 60.1}[9]
§20
Who can estimate the lives that have been wrecked by cultivating the intellectual to the neglect of the physical powers? The course of injudicious parents and teachers in stimulating the young mind by flattery or fear, has proved fatal to many a promising pupil. Instead of urging them on with every possible incentive, a judicious instructor will rather restrain the too active mind until the physical constitution has become strong enough to sustain mental effort. {FE 60.1}[9]
§21
青少年可以拥有健康和快乐，这有赖于正常的身心发育，必须小心合适地管理学习、劳动和娱乐。那些埋头苦学以致忽视了体育锻炼的人，是在伤害健康。循环不平衡了，大脑有太多的血液而四肢的血液则太少了。他们的学习应当限制在适当的数小时之内，然后要给他们时间在户外从事积极的劳动。{FE 60.2}[10]
§22
That the youth may have health and cheerfulness, which are dependent upon normal physical and mental development, care must be given to the proper regulation of study, labor, and amusement. Those who are closely confined to study to the neglect of physical exercise, are injuring the health by so doing. The circulation is unbalanced, the brain having too much blood and the extremities too little. Their studies should be restricted to a proper number of hours, and then time should be given to active labor in the open air. {FE 60.2}[10]
§23
应该允许小孩子在户外奔跑玩耍，享受新鲜纯净的空气和赐生命的阳光。要在幼年打下强壮体格的基础。父母在儿女八到十岁以前，应当是他们唯一的老师。作母亲的要少关心人造的东西，别让自己的能力受时尚炫耀的奴役，而要找工夫为自己和儿女培养对自然美景的爱。但愿她向他们指点展示诸天的荣耀，装饰大地千般的华美，并向他们述说创造这一切的主宰。这样，她便能引导他们幼小的心思想念创造主，唤醒他们的心敬爱那万般福惠的赐予者。田野与山岭——大自然的接见室——应当作为幼童们的课室。她的宝藏应当作为他们的课本。如此把教训铭记在他们的心上，就不会随学随忘了。{FE 60.3}[11]
§24
Little children should be permitted to run and play out of doors, enjoying the fresh, pure air, and the life-giving sunshine. Let the foundation of a strong constitution be laid in early life. Parents should be the only teachers of their children, until they are eight or ten years of age. Let the mother have less care for the artificial, let her refuse to devote her powers to the slavery of fashionable display, and find time to cultivate in herself and her children a love for the beautiful things of nature. Let her point them to the glories spread out in the heavens, to the thousand forms of beauty that adorn the earth, and then tell them of Him who made them all. Thus she can lead their young minds up to the Creator, and awaken in their hearts reverence and love for the Giver of every blessing. The fields and hills -- natures audience chamber -- should be the schoolroom for little children. Her treasures should be their textbook. The lessons thus imprinted upon their minds will not be soon forgotten. {FE 60.3}[11]
§25
上帝在自然界中的作为有智慧的教训和医治众人的恩赐。四季轮回不断变化的景象常呈现祂的荣耀、祂的能力和祂的爱的新鲜象征。年长的学生在努力获得人间的技艺和学问时，也更多寻求上帝的智慧，——更多学习神圣的法则，既学习自然律又学习道德律，就会好得多。顺从这些律法就是今生和来生的生命和福乐。——《评论与通讯》1882年1月10日。{FE 61.1}[12]
§26
Gods works in nature have lessons of wisdom and gifts of healing for all. The ever-varying scenes of the recurring seasons constantly present fresh tokens of His glory, His power, and His love. Well were it for older students, while they labor to acquire the arts and learning of men, to also seek more of the wisdom of God,-- to learn more of the divine laws, both natural and moral. In obedience to these are life and happiness, in this world and in the world to come.--Review and Herald, Jan. 10, 1882. {FE 61.1}[12]