第22章 学校与教师
§1
第22章 学校与教师
§2
Chapter 22—The School and the Teacher
§3
激发智力——真教育并不是将教训强加于未作准备、不愿接受的人。必须激发智力，引起兴趣。为此上帝提供了教学的方法。那位创造人心智并设立其规律之主，也为它按照这些规律发展而作了准备。{1MCP 187.1}[1]
§4
Awakening of Mental Powers—True education is not the forcing of instruction on an unready and unreceptive mind. The mental powers must be awakened, the interest aroused. For this, God’s method of teaching provided. He who created the mind and ordained its laws, provided for its development in accordance with them.?{1MCP 187.1}[1]
§5
上帝在家庭和圣幕中，藉着自然界和艺术品，在劳动和庆典时，在神圣的建筑物与纪念碑上，用无数的方法、礼节和表号，赐给以色列人种种教训，解释祂的原则，使他们记住祂的奇妙作为。以后每当询问时，所赐的教训就能铭记在心了。--Ed41(1903).{1MCP 187.2}[2]
§6
In the home and the sanctuary, through the things of nature and of art, in labor and in festivity, in sacred building and memorial stone, by methods and rites and symbols unnumbered, God gave to Israel lessons illustrating His principles and preserving the memory of His wonderful works. Then, as inquiry was made, the instruction given impressed mind and heart.—Education, 41 (1903).?{1MCP 187.2}[2]
§7
教育传授赋予生命的活力——教育的最高目的并不单是传授知识，乃是藉着心与心，灵与灵的接触而使人得到那赋予生命的活力。只有生命能产生生命。--DA250(1898).{1MCP 187.3}[3]
§8
Education to Impart Vitalizing Energy—It is not the highest work of education to communicate knowledge merely, but to impart that vitalizing energy which is received through the contact of mind with mind and soul with soul. It is only life that can beget life.—The Desire of Ages, 250 (1898).?{1MCP 187.3}[3]
§9
智力达到最高的水平——青年人要使自己的智力达到最高的水平是对的。上帝所没有加以限制的教育，我们也不要加以限制。但我们的造诣若没有用来荣耀上帝或造福同胞，就毫无价值。使头脑塞满那些需要刻苦学习，而在实际生活中用不上的功课，是不妥当的。--MH449,450(1905).{1MCP 187.4}[4]
§10
The Highest Development of Mental Powers—It is right for the youth to feel that they must reach the highest?development of their mental powers. We would not restrict the education to which God has set no limit. But our attainments avail nothing if not put to use for the honor of God and the good of humanity. It is not well to crowd the mind with studies that require intense application but that are not brought into use in practical life.—The Ministry of Healing, 449, 450 (1905).?{1MCP 187.4}[4]
§11
一些学校的危险——许多从学府出来的青年道德品质恶劣，体力衰弱，没有实际生活的知识，也没有什么力量履行人生的职责。{1MCP 188.1}[5]
§12
Dangers of Some Schools—Many youth come forth from institutions of learning with morals debased and physical powers enfeebled, with no knowledge of practical life and little strength to perform its duties.?{1MCP 188.1}[5]
§13
我既看到这些弊端，便问：我们的儿女非得在道德和体力上变得软弱，才能在这些学校中受教育吗？不应该这样，也不需要这样，只要老师和学生们忠于自然律，自然律也是上帝的律法。身心的一切能力都应该用于积极的锻炼，以便青年成为身体强壮、意识健全的人。--ST,1882年6月29日.(FE71.){1MCP 188.2}[6]
§14
As I have seen these evils, I have inquired, Must our sons and daughters become moral and physical weaklings in order to obtain an education in the schools? This should not be; it need not be, if teachers and students will but be true to the laws of nature, which are also the laws of God. All the powers of mind and body should be called into active exercise that the youth may become strong, well-balanced men and women.—The Signs of the Times, June 29, 1882. (Fundamentals of Christian Education, 71.)?{1MCP 188.2}[6]
§15
留意教育——思想吸收的是什么滋养，就变成什么样子，种的是什么收的也是什么。这些事实岂不足以表明对于青少年的早期教育应予留意的必要吗？我们宁可让青少年长大，对于普通人所谓的教育茫然无知，岂不也比使他们变成轻忽上帝的真理好得多吗？--6T194(1900).{1MCP 188.3}[7]
§16
Education to Be Guarded—The mind will be of the same character as that upon which it feeds, the harvest of the same nature as the seed sown. Do not these facts sufficiently show the necessity of guarding from the earliest years the education of the youth? Would it not be better for the youth to grow up in a degree of ignorance as to what is commonly accepted as education than for them to become careless in regard to the truth of God?—Testimonies for the Church 6:194 (1900).?{1MCP 188.3}[7]
§17
要说明上帝与人的关系——最重要的是每一个蒙上帝赐予推理能力的人都要明白自己与上帝的关系。为了自己今生和永恒的利益，每一步都要询问：这是主的道路吗？……我们需要极其恳切地呼召每一个人将自己的品格与上帝的律法相比较，并且成为天国的公民。上帝的律法乃是凡愿意进入祂国度之人的品格标准。--MS67,1898.{1MCP 188.4}[8]
§18
God’s Relation to Man to Be Made Plain—It is of the highest importance that every human being to whom God has given reasoning powers understand his relation to God. It is for his present and eternal good to inquire at every step, Is this the way of the Lord?...We need to call most earnestly upon every human being to compare?his character with the law of God, the standard of character for all who would enter His kingdom, and become citizens of the heavenly country.—Manuscript 67, 1898.?{1MCP 188.4}[8]
§19
最高的教育——纯洁，完美，稳定的基督徒生活科学是通过学习上帝的话而获得的。这是人类所能受到的最高教育。我们的学校里应当传授这样的课程，使他们能带着纯洁的思想和清洁的心灵出来，预备登上进步的阶梯，实践基督徒的美德。--MS86,1905.{1MCP 189.1}[9]
§20
The Highest Education—The science of a pure, wholesome, consistent Christian life is obtained by studying the Word of the Lord. This is the highest education that any earthly being can obtain. These are the lessons that the students in our schools are to be taught, that they may come forth with pure thoughts and clean minds and hearts, prepared to ascend the ladder of progress, and to practice the Christian virtues.—Manuscript 86, 1905.?{1MCP 189.1}[9]
§21
教师的习惯发挥影响——应该着重考虑教师的原则和习惯，过于他的文学资质。教师若是真诚的基督徒，就会感到必须同等关心学生的体育、智育和德育和属灵的教育。为了发挥正确的感化力，他必须完全自制，他自己的心必须丰富地充满对学生的爱，这会在他的表情、言语和行为上流露出来。他应该有坚定的品格；这样就能既塑造学生们的心智，又教导他们各门学科。{1MCP 189.2}[10]
§22
Teacher’s Habits Exert Influence—The principles and habits of the teacher should be considered of greater importance than even his literary qualifications. If the teacher is a sincere Christian, he will feel the necessity of having an equal interest in the physical, mental, moral, and spiritual education of his scholars. In order to exert the right influence he should have perfect control over himself, and his own heart should be richly imbued with love for his pupils, which will be seen in his looks, words, and acts. He should have firmness of character; then can he mold the minds of his pupils, as well as instruct them in the sciences.?{1MCP 189.2}[10]
§23
青少年的早期教育一般会形成他们终身的品格。那些与年轻人打交道的人应该非常谨慎地调动他们心理的素质，好叫他们知道如何管理自己的能力，以便予以最佳运用。--RH,1885年7月14日.{1MCP 189.3}[11]
§24
The early education of youth generally shapes their character for life. Those who deal with the young should be very careful to call out the qualities of the mind that they may better know how to direct their powers and that they may be exercised to the very best account.—The Review and Herald, July 14, 1885.?{1MCP 189.3}[11]
§25
唤起人心中的崇高能力——我们应当非常关心青年教育，改善教育方法，来唤起人心中的崇高能力。父母和教师，若不先学习自制、忍耐、宽容、温柔和仁爱，就不能正确教育他们。父母、监护人和教师的地位何等重要！但是，认识人心最根本的需要，知道如何指导青年发展才智，提高思想和感情的人，真是寥若晨星。--RH,1885年7月14日.{1MCP 189.4}[12]
§26
Call Forth High Qualities of the Mind—The greatest care should be taken in the education of youth to vary the manner of instruction so as to call forth the high and noble powers of the mind. Parents and teachers of schools are certainly disqualified to educate children properly if they have not first learned the lessons of?self-control, patience, forbearance, gentleness, and love. What an important position for parents, guardians, and teachers! There are very few who realize the most essential wants of the mind and how to direct the developing intellect, the growing thoughts and feelings of youth.—The Review and Herald, July 14, 1885.?{1MCP 189.4}[12]
§27
受圣灵默示——与人心打交道是所能做成的最棘手的工作，教师们应该受上帝的灵默示，以便能够正确地工作。--MS8,1899.{1MCP 190.1}[13]
§28
To Be Inspired by the Holy Spirit—Dealing with human minds is the most delicate work that can be done, and teachers need to be inspired by the Spirit of God, that they may be able to do their work aright.—Manuscript 8, 1899.?{1MCP 190.1}[13]
§29
对付恶行——决不要藉着公布任何学生的错误和恶行来教育他们，因为他们会认为揭露别人的错误是一种德行。决不要藉着将学生的牢骚、过失和罪恶公布全校来羞辱他，你这么做最能使他心肠刚硬、坚心行恶了。要单独与他谈话，一同祷告，显出基督已向你们教师显明的温柔态度。决不要鼓励任何一个学生批评和谈论别人的过错。要尽量在各方面遮掩许多的罪，追求以基督的方法治好他。这种教育会成为一种福气，必在今生显明出来，并且延伸到不朽的来生。--MS34,1893.{1MCP 190.2}[14]
§30
Coping With Misdoings—Never educate them by giving publicity to the errors and misdoings of any scholar, for they will consider it a virtue in them to expose the wrongs of another. Never humiliate a scholar by presenting his grievances and mistakes and sins before the school: you cannot do a work more effectual to harden his heart and confirm him in evil than in doing this. Talk and pray with him alone, and show the same tenderness Christ has evidenced to you who are teachers. Never encourage any one student to criticize and talk of the faults of another. Hide a multitude of sins in every way possible by pursuing Christ’s way to cure him. This kind of educating will be a blessing, made to tell in this life and stretching into the future immortal life.—Manuscript 34, 1893.?{1MCP 190.2}[14]
§31
做人的思想工作需要有充分的资格——每一位教师都需要因信而有基督住在心里，并为基督的缘故具有忠实、舍己、自我牺牲的精神。一个人可能在所教学科上受过充分的教育，拥有丰富的知识，但是这就能保证他有做思想工作的技巧和智慧吗？如果教师心中没有基督之爱，就不适合与孩童接触，不够资格担任教育儿童和青少年的严肃职责。他们既没有受过那更高的教育和训练，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。{1MCP 190.3}[15]
§32
Fully Qualified to Deal With Human Minds—Every teacher needs Christ abiding in his heart by faith and to possess a true, self-denying, self-sacrificing spirit for Christ’s sake. One may have sufficient education and knowledge in science 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 the heart, they are not fit to be brought into connection with children, and to bear the grave responsibilities?placed upon them, of educating these children and youth. They lack the higher education and training in themselves, and they know not how to deal with human minds. There is the spirit of their own insubordinate, natural hearts that is striving for the control, and to subject the plastic minds and characters of children to such a discipline is to leave scars and bruises upon the mind that will never be effaced.{1MCP 190.3}[15]
§33
教师若是认识不到对付人心总要显出责任感和细致慎重，他的教育有时就会大有缺欠。他在家庭生活中的训练一直有害于品格，将这种有缺陷的品格和管教复制在受他控制的孩子们身上是一件可悲的事。--CEd145,1893.(FE260,261.){1MCP 191.1}[16]
§34
If a teacher cannot be made to feel the responsibility and the carefulness he should ever reveal in dealing with human minds, his education has in some cases been very defective. In the home life the training has been harmful to the character, and it is a sad thing to reproduce this defective character and management in the children brought under his control.—Christian Education, 145 (1893).?(Fundamentals of Christian Education, 260, 261.)?{1MCP 191.1}[16]
§35
没有经验的人不适合负责任——巴特尔克里克的教会学校是葡萄园中的一个重要部分，要予以开垦。健全的心智和均衡的品格，是各科教师所必须具备的。不可将这种工作交给那些还不知道如何作思想工作的青年男女手中。这一直是个错误，已经给他们所照管的儿童和青少年带来了麻烦。……{1MCP 191.2}[17]
§36
Responsibilities Not for the Inexperienced—The church school in Battle Creek is an important part of the vineyard to be cultivated. Well-balanced minds and symmetrical characters are required as teachers in every line. Give not this work into the hands of young women and young men who know not how to deal with human minds. This has been a mistake, and it has wrought evil upon the children and youth under their charge....?{1MCP 191.2}[17]
§37
在儿童和青少年中，会遇到各种各样的性格。他们的心是易受感应的。教师若有任何急躁易怒的表现，都可能切断她对所教学生的为善感化力。这种教育会有利于儿童和青少年现在和将来永恒的利益吗？要为了他们属灵的利益而在他们身上发挥正确的影响。--MS34,1893.{1MCP 191.3}[18]
§38
There are all kinds of characters to deal with in the children and youth. Their minds are impressible. Anything like a hasty, passionate exhibition on the part of the teacher may cut off her influence for good over the students whom she is having the name of educating. And will this education be for the present good and future eternal good of the children and youth? There is the correct influence to be exerted upon them for their spiritual good.—Manuscript 34, 1893.?{1MCP 191.3}[18]
§39
致一位性急易怒的教师的勉言——每一位教师都有特殊的品性要注意，免得被撒但利用，藉着他不圣洁的品性去毁灭生灵。教师唯一的安全在于天天在基督的门下学习祂内心的温柔谦卑，于是自我就被隐藏在基督里，就会温柔地负起基督的轭，认为自己是在与祂的产业打交道。{1MCP 191.4}[19]
§40
Counsel to a Quick-tempered Teacher—Every teacher has his own peculiar trait of character to watch lest Satan should use him as his agent to destroy souls?by his own unconsecrated traits of character. The only safety for teachers is to learn daily in the school of Christ, His meekness, His lowliness of heart; then self will be hid in Christ, and he will meekly wear the yoke of Christ and consider he is dealing with His heritage.?{1MCP 191.4}[19]
§41
我必须对你们说明，因为我蒙指示看到在处理学生的错误和过失上并没有总是采用最佳的方法，结果是生灵遭受了危害，有些人失丧了。教师中的坏脾气、不明智的举动和自以为了不起已经坏了事。任何恶习、俗气或醉态对品格的毒害、对心灵的伤害、以及在发动压制良善的一系列祸害上，都比不上人不受上帝之灵的控制而发怒。愤怒一经触动被激起，就无法弥补。{1MCP 192.1}[20]
§42
I must state to you that I have been shown that the best methods have not always been practiced in dealing with the errors and mistakes of students, and the result has been that souls have been imperiled and some lost. Evil tempers in the teachers, unwise movements, self-dignity have done a bad work. There is no form of vice, worldliness, or drunkenness that will do a more baleful work upon the character, embittering the soul, and setting in train evils that overbear good, than human passions not under the control of the Spirit of God. Anger, getting touched [being aroused], stirred up, will never pay.?{1MCP 192.1}[20]
§43
多少浪子因自称为基督徒者懒散的品格而被阻止在上帝国度之外啊。嫉妒、猜忌、骄傲和严酷的情绪、自以为义、容易生气、思想恶事、苛刻、冷酷、没有同情心，这些都是撒但的品性。教师们会在学生的品格中遇到这些品质。对付这些东西是一件可怕的事；工人在设法驱逐这些罪恶时，往往养成使他所处理的人心灵受到污染的相似品质。--Lt50,1893.{1MCP 192.2}[21]
§44
How many prodigals are kept out of the kingdom of God by the slovenly character of those who claim to be Christians. Jealousy, envy, pride, uncharitable feelings, self-righteousness, being easily provoked, thinking evil, harshness, coldness, lack of sympathy—these are the attributes of Satan. Teachers will meet with these things in the students’ characters. It is a terrible thing to have these things to deal with; but in seeking to cast out these evils, the worker has in many instances developed similar attributes which have marred the soul of the one with whom he is dealing.—Letter 50, 1893.?{1MCP 192.2}[21]
§45
需要健全的心智——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的心智和匀称的品格，而不是片面的经验。--CT191(1913).{1MCP 192.3}[22]
§46
Need Well-balanced Mind—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.—Counsels to Parents, Teachers, and Students, 191 (1913).?{1MCP 192.3}[22]
§47
决心求进的重要性——一个教师的才能或者有限，没有达到他所希望的高深造诣，但他若真正洞察到人类的本性，真诚地爱这工作，认识到工作的伟大，决心求进，愿意认真而坚持不懈地工作，就能明白学生的需要，并以同情进取的精神激发学生追随他向前向上。--Ed279(1913).{1MCP 192.4}[23]
§48
Determination to Improve Important—A teacher’s advantages may have been limited so that he may not?possess as high literary qualifications as might be desirable; yet if he has true insight into human nature; if he has a genuine love for his work, an appreciation of its magnitude, and a determination to improve; if he is willing to labor earnestly and perseveringly, he will comprehend the needs of his pupils, and by his sympathetic, progressive spirit will inspire them to follow as he seeks to lead them onward and upward.—Education, 279 (1903).?{1MCP 192.4}[23]
§49
心智的机能没有用到一半——设立中等学校和高等学校是很重要的。……从园内园外，传来了许多要求工人的迫切的呼声。男女青年，中年以及一切能从事圣工的人，都应立志努力预备自己响应这些呼吁。根据上帝所赐给我的亮光，我知道我们心智的机能还没有用到为使我们发挥更大的用途而该用的一半。--CT209(1903).{1MCP 193.1}[24]
§50
Faculties of Mind Not Half Used—It is important that we should have intermediate schools and academies.... From home and abroad are coming many urgent calls for workers. Young men and women, the middle-aged, and in fact all who are able to engage in the Master’s service, should be putting their minds to the stretch in an effort to prepare to meet these calls. From the light God has given me, I know that we do not use the faculties of the mind half as diligently as we should in an effort to fit ourselves for greater usefulness.—Counsels to Parents, Teachers, and Students, 209 (1913).?{1MCP 193.1}[24]
§51
把自然的和属灵的结合起来，达到最高的成就——我们学校的学习要把自然的和属灵的结合起来。农业的活动例证圣经的教训。大地所遵从的律法显明它是处在一位无穷上帝的掌管之下。同样的原则贯穿着灵界和自然界。你们追求知识却离开上帝和祂的智慧，所受的就是残缺不全的、片面的教育，对于一切使人得能力的救人品质毫无感觉，以致不能藉着对基督的信心得到永生。自然界的作者就是圣经的作者。创造和基督教拥有同一位上帝。{1MCP 193.2}[25]
§52
Combine Natural With Spiritual and Reach for Highest Attainments—The natural and the spiritual are to be combined in the studies of our schools. The operations of agriculture illustrate the Bible lessons. 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 and His wisdom from the acquisition of knowledge, and you have a lame, one-sided education, dead to all the saving qualities which give power to man, so that he is incapable of acquiring immortality through faith in Christ. The author of nature is the author of the Bible. Creation and Christianity have one God.?{1MCP 193.2}[25]
§53
凡忙于获得知识的人，目的都应是达到最好的进步阶段。要让他们尽快尽远地前进；他们的学习领域应该宽广到足够他们施展自己的能力，以上帝为他们的智慧，紧紧依靠祂，祂在知识上是无限的，祂能显明历史所隐藏的奥秘，祂能为相信祂的人解决一切难题。祂是独一不死、住在人所不能近的光里的。为基督作活泼见证，继续认识主，就会知道祂出现确如晨光。“人种的是什么，收的也是什么”（加6:7）。藉着诚实和勤奋，加之适当地照管自己的身体，将心智的每一能力都用来在属灵的事上获得知识和智慧，每一个人都可以在基督里得以完全，祂是完人的完美典范。--SpTEdApril22,1895.(FE375,376.){1MCP 193.3}[26]
§54
All who engage in the acquisition of knowledge should aim to reach the highest round of progress. Let them advance as fast and as far as they can; let their field of study be as broad as their powers can compass,?making God their wisdom, clinging to Him who is infinite in knowledge, who can reveal the secrets hidden for ages, who can solve the most difficult problems for minds that believe in Him who only hath immortality, dwelling in the light that no man can approach unto. The living witness for Christ, following on to know the Lord, shall know that His goings forth are prepared as the morning. “Whatsoever a man soweth, that shall he also reap” (Galatians 6:7). By honesty and industry, with a proper care of the body, applying every power of the mind to the acquisition of knowledge and wisdom in spiritual things, every soul may be complete in Christ, who is the perfect pattern of a complete man.—Special Testimonies On Education, 215, April 22, 1895. (Fundamentals of Christian Education, 375, 376.)?{1MCP 193.3}[26]
§55
不知道圣经真理的人无法将正确的教训铭记在心——但堕落的人类却不会明白。自然的科学竟被认为是控制自然的上帝的。那些不知道真理或上帝之道的人，无法将正确的教训铭记在心。何时人的心思意念顺从上帝了，何时人象小孩子一样乐于受教了，教育学才会在上帝的道中得以建立。世界的高等教育已经证明自己是一场闹剧。何时教师和学生们从自己的高跷上下来，进入基督的学校，学习祂的样式，他们才会聪明地谈论高等教育，因为他们那时才会明白，高等教育原来是那种使人们能明白科学本质的知识。--MS45,1898.{1MCP 194.1}[27]
§56
Correct Lessons Cannot Impress Minds Who Know Not the Truth of God’s Word—But the fallen race will not understand. The science of nature is supposed to control the God of nature. Correct lessons cannot impress the minds of those who know not truth or the Word of God. When the heart and mind is submitted to God, when man is willing to be instructed as a little child, the science of education will be found in the Word of God. Higher education of the world has proved itself a farce. When teachers and students come down from their stilts and enter Christ’s school to learn of Him, they will talk intelligently of higher education because they will understand that it is that knowledge which enables men to understand the essence of science.—Manuscript 45, 1898.?{1MCP 194.1}[27]
§57
使用形象的教具——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。--Ed186(1903).{1MCP 194.2}[28]
§58
Visual Aids Needed—The use of object lessons, blackboards, maps, and pictures will be an aid in explaining these [spiritual] lessons and fixing them in the memory. Parents and teachers should constantly seek for improved methods.—Education, 186 (1903).?{1MCP 194.2}[28]
§59
精神食粮不要太多样化——上帝希望人的智力保持纯粹洁净。但人们往往吃下太多种类的精神食粮。这样就不可能适当地照管和使用心智的能力。应该使头脑脱离一切不必要的负担。只有那些不仅在今生而且在来生都极其有用、会为身心提供最佳教育的学生才会得以进入来生。--MS15,1898.{1MCP 194.3}[29]
§60
Avoid Too Great a Variety of Mental Food—God would have the mental faculties kept pure and clean.?But often too great a variety of food is given to the mind. It is impossible for this to be properly taken care of and used. The brain should be relieved of all unnecessary burden. Only the studies which will be of the most use not only here but in the future life, which will provide the best instruction for body and soul, will be carried over into eternity.—Manuscript 15, 1898.?{1MCP 194.3}[29]
§61
学习与实际的生活——头脑塞满那些需要刻苦学习，而在实际生活中用不上的功课，是不妥当的。这样的教育对学生有损无益。因为这些功课会使他们不爱慕那些能帮助他们成为有用的人、胜任人生职责的课程，作与上帝同工的人，言传身教地帮助那些他应该帮助的人获得不朽的来生。--MS15,1898.{1MCP 195.1}[30]
§62
Study and Practical Life—It is not well to crowd the mind with a class of studies that require intense application and exertion but that are not brought into use in the practical life. An education of this kind will be a loss to the student, for these studies take away his desire and inclination for the studies which would fit him for usefulness and enable him to fulfill his appointed responsibilities as laborers together with God to help those whom he should by precept and example assist to secure immortality.—Manuscript 15, 1898.?{1MCP 195.1}[30]
§63
需要实际的训练——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。就一些人来说，勤奋学习书本知识乃是一种损耗。身体机器缺乏活动导致大量使用脑力。这就使大脑成了魔鬼的加工厂。对我们所居住的人体房屋无知的生活决不是完整的生活。--Lt103,1897.{1MCP 195.2}[31]
§64
Need for Practical Training—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 how to become familiar with the various branches of usefulness in practical life. With some, close application to books is a dissipation. The physical machinery being untaxed leads to a great amount of activity in the brain. This becomes the devil’s workshop. Never can the life that is ignorant of the house we live in be an all-around life.—Letter 103, 1897.?{1MCP 195.2}[31]
§65
课本与思维模式（见第13章《精神食粮》）——那位说话的人继续以严肃的声音说：“你觉得这些（不信的）作家所写的书对于真正的高等教育是必不可少的吗？你敢于向那些不知其真面目的学生推荐这些书吗？错误的思想习惯一旦接受，就会成为一种坚如钢铁的统治力量扎根在人心中。如果许多接受并阅读这类书藉的人，从来不看这些书，而代之以从神圣教师接受的话，他们就会在圣经神圣真理的知识上进步得很深了。真理的知识会使人有得救的智慧。而上面这类书已经使成千的人走到撒但曾引亚当夏娃进入的地方——接受上帝所禁止他们的知识。由于这些书，学生们已转离上帝的话而去追求无稽之谈”。--RH,1908年3月12日.{1MCP 195.3}[32]
§66
Textbooks and Thought Patterns?[See Chapter 13, Food for the Mind.]—With solemn voice the Speaker continued: “Do you find with these [infidel] authors that which you can recommend as essential to true higher education? Would you dare recommend their study to students who are ignorant of?their true character? Wrong habits of thought, when once accepted, become a despotic power that fastens the mind as in a grasp of steel. If many who have received and read these books had never seen them but had accepted the words of the Divine Teacher in their place, they would be far in advance of where they now are in a knowledge of the divine truths of the Word of God, which make men wise unto salvation. These books have led thousands where Satan led Adam and Eve—to a knowledge that God forbade them to have. Through their teachings, students have turned from the Word of the Lord to fables.”—The Review and Herald, March 12, 1908.?{1MCP 195.3}[32]
§67
宽广的圣经原则要支配各种观念（见第11章《圣经研究与心智》）——要使每一个学生认识到，他们若不学习掌握上帝所启示的真理，从内心接受基督福音的教训，他们所受的教育就根本无效。学生若偏离圣经宽广的原则，去随波逐流，把时间和精力，耗费在庸俗琐事之中，他的心智就会萎缩、衰弱，失去成长的能力。所以应当培养学生明白有关永生的重要真理。--Lt64,1909.{1MCP 196.1}[33]
§68
Broad Principles of Bible to Control Concepts?[See Chapter 11, “Bible Study and the Mind.”]—Upon the mind of every student should be impressed the thought that education is a failure unless the understanding has learned to grasp the truths of divine revelation and unless the heart accepts the teachings of the gospel of Christ. The student who, in the place of the broad principles of the Word of God, will accept common ideas and will allow the time and attention to be absorbed in commonplace, trivial matters will find his mind will become dwarfed and enfeebled; he will lose the power of growth. The mind must be trained to comprehend the important truths that concern eternal life.—Letter 64, 1909.?{1MCP 196.1}[33]
§69
充分利用人体机器的各个组成部分——要是教师们一直在学习主希望他们学习的教训，就不会有一等学生的账单要由别人来付，否则他们离校时就会有重债在身了。教育家们所做的工作还不到一半，他们虽知道一个年轻人要花数年的时间勤奋研究书本，没有设法挣钱支付自己的生活费，却对此事袖手旁观。应当调查每一个人的情况，仁慈关切地询问每一个青年，探知他的经济状况。{1MCP 196.2}[34]
§70
Best Use of Parts Composing Human Machinery—Had teachers been learning the lessons the Lord would have them learn, there would not be a class of students whose bills must be settled by someone or else they leave the college with a heavy debt hanging over them. Educators are not doing half their work when they know a young man to be devoting years of close application to the study of books, not seeking to earn means to pay his own way, and yet do nothing in the matter. Every case should be investigated, every youth kindly and interestedly?inquired after, and his financial situation ascertained.?{1MCP 196.2}[34]
§71
摆在青年面前的一门最有价值的学科，应当是运用他天赐的理智，与他的体力、头、身子、双手和双足相和谐。正确使用自己乃是所能学得的最有价值的功课。我们不要只动脑子，也不要只用体力，而要充分利用人体机构的各个组成部分——脑、骨骼和肌肉、身子、头和心。凡不明白如何去做这事的人，都不适合传道工作。--Lt103,1897.{1MCP 197.1}[35]
§72
One of the studies put before him as most valuable should be the exercise of his God-given reason in harmony with his physical powers, head, body, hands, and feet. The right use of one’s self is the most valuable lesson that can be learned. We are not to do brain work and stop there, or make physical exertions and stop there; but we are to make the very best use of the various parts composing the human machinery—brain, bone, and muscle, body, head, and heart. No man is fit for the ministry who does not understand how to do this.—Letter 103, 1897?{1MCP 197.1}[35]
§73
在娱乐时教师要配合——我看到在瑞士这里有些事是值得效法的（注：写于作者1885-1887年访问欧洲期间）。学校的教师们在学生游戏时常出去与他们在一起，教导他们如何取乐，并在旁压制任何无秩序或错误的行为。有时他们带自己的学生出去，长时间与他们一起散步。我喜欢这样；我认为这会使孩子们少有机会屈从试探。教师们似应参加孩子们的运动并管制他们。{1MCP 197.2}[36]
§74
Teachers Cooperate in Recreation—I see some things here in Switzerland [Note: Written while the author was visiting Europe, 1885-1887.] that I think are worthy of imitation. The teachers of the schools often go out with their pupils while they are at play and teach them how to amuse themselves and are at hand to repress any disorder or wrong. Sometimes they take their scholars out and have a long walk with them. I like this; I think there is less opportunity for the children to yield to temptation. The teachers seem to enter into the sports of the children and to regulate them.?{1MCP 197.2}[36]
§75
我绝不认可“孩子们必须觉得自己总是不受信任而且不能行事象孩子一样”的想法。而要让教师们加入孩子们的娱乐活动中，与他们合而为一，表明他们希望他们快乐，这会使孩子们有信心。他们可以受爱约束，但不可用一种苛刻坚决的严厉在他们进餐和玩耍时跟着他们。--5T653(1889).{1MCP 197.3}[37]
§76
I cannot in any way sanction the idea that children must feel that they are under a constant distrust and cannot act as children. But let the teachers join in the amusements of the children, be one with them, and show that they want them to be happy, and it will give the children confidence. They may be controlled by love, but not by following them at their meals and in their amusements with a stern, unbending severity.—Testimonies for the Church 5:653 (1889).?{1MCP 197.3}[37]
§77
表显出对学生的信任——智慧的教育者在对待学生的时候，必设法鼓励他们的信心，加强他们的荣誉感。信任青少年对他们是有好处的。许多人，甚至小孩子，也很看重名誉，希望得到信任和尊重。这是他们的权利。不应让他们觉得自己出入必须受到监视。怀疑会令人气馁，造成所欲防止的祸害。与学生接触的教师，不会不断地监视学生，似乎他们有什么可疑的罪恶，反而会看出那不安之心的活动，设法施加影响抵制罪恶。要使青年人觉得自己受到了信任。几乎没有人不愿意证明自己是值得信任的。--Ed289,290(1903).{1MCP 197.4}[38]
§78
Manifest Confidence in Pupils—The wise educator, in dealing with his pupils, will seek to encourage confidence and to strengthen the sense of honor. Children and youth are benefited by being trusted. Many, even of the?little children, have a high sense of honor; all desire to be treated with confidence and respect, and this is their right. They should not be led to feel that they cannot go out or come in without being watched. Suspicion demoralizes, producing the very evils it seeks to prevent. Instead of watching continually, as if suspecting evil, teachers who are in touch with their pupils will discern the workings of the restless mind and will set to work influences that will counteract evil. Lead the youth to feel that they are trusted, and there are few who will not seek to prove themselves worthy of the trust.—Education, 289, 290 (1903).?{1MCP 197.4}[38]
§79
学生信任的重要性——教师必须胜任自己的工作，有待人接物的智慧和机警。不论他的科学知识多么渊博，其他方面的素质多么优越，如果他不能获得学生的尊重和信任，他的努力终归徒然。--Ed278,279(1903).{1MCP 198.1}[39]
§80
Confidence of Pupils Essential—The teacher must have aptness for his work. He must have the wisdom and tact required in dealing with minds. However great his scientific knowledge, however excellent his qualifications in other lines, if he does not gain the respect and confidence of his pupils, his efforts will be in vain.—Education, 278, 279 (1903).?{1MCP 198.1}[39]
§81
帮助退步的和没有希望的学生——你若向自己的学生显出亲切、仁爱、温柔的体贴，就会得到同样的回报。教师们若是严厉、批评、专横、不敏于体察别人的感觉，也必得到同样的回报。一个人若是希望保持自重和尊严，就必须谨慎，不可牺牲别人的自重和尊严。对于最迟钝、最年幼、最容易犯错的学生，也应庄严地遵守这个规则。{1MCP 198.2}[40]
§82
Helping the Backward and Unpromising—If you manifest kindness, love, tender thoughtfulness, to your students, you will reap the same in return. If teachers are severe, critical, overbearing, not sensitive of others’ feelings, they will receive the same in return. A man who wishes to preserve his self-respect and dignity must be careful not to sacrifice the respect and dignity of others. This rule should be sacredly observed toward the dullest, the youngest, and most blundering scholars.?{1MCP 198.2}[40]
§83
上帝将要怎样对待这些显然令人厌烦的青年，你并不知道。上帝在过去曾悦纳和拣选这样的人去为祂做一番伟大的工作。祂的灵运行在人心上，就象电池一样唤醒人显然麻木了的才能，使之进行有力有恒的活动。主在这些粗糙的、令人厌烦的、未经斧凿的石头里看到有宝贵的金属，可以经受暴风雨雪和炎热如火的考验。上帝看人不象人看人，上帝的判断也不象人的判断——祂是鉴察人心的。--MS2,1881.{1MCP 198.3}[41]
§84
What God shall do with these apparently uninteresting youth, you do not know. God has accepted and chosen, in the past, just such specimens to do a great work for Him. His Spirit, operating upon the heart, has acted like an electric battery, arousing the apparently benumbed faculties to vigorous and persevering action. The Lord saw in these rough, uninteresting, unhewn stones precious metal that will endure the test of storm?and tempest and the fiery ordeal of heat. God seeth not as man seeth, God judgeth not as man judgeth—He searcheth the heart.—Manuscript 2, 1881.?{1MCP 198.3}[41]
§85
如何对待迟钝的学生——教师必须考虑他们是在与孩子打交道，而不是成年男女。他们是什么都要学习的孩子，而且对有些孩子来说比别的孩子学起来更困难。迟钝的学生需要得到更多的鼓励。教师们若被安置在这些各样的心智之上，自然喜爱发号施令彰显自己的权威，会以偏心待人，偏爱他们特别喜欢的学生，却对另一些学生显得严格严厉，就会产生混乱和不顺从的状态。--CEd154,1893.(FE269,270.){1MCP 199.1}[42]
§86
Dealing With the Dull Scholar—Teachers must consider that they are dealing with children, not men and women. They are children who have everything to learn, and it is much more difficult for some to learn than others. The dull scholar needs much more encouragement than he receives. If teachers are placed over these varied minds who naturally love to order and dictate and magnify themselves in their authority, who will deal with partiality, having favorites to whom they will show preferences while others are treated with exactitude and severity, it will create a state of confusion and insubordination.—Christian Education, 154 (1893).?(Fundamentals of Christian Education, 269, 270.)?{1MCP 199.1}[42]
§87
课堂的气氛影响学生——许多自称基督徒之人的宗教生活却表明他们不是基督徒。……他们在与别人打交道，对别人的心思发挥影响时，放纵了自己先天遗传和后天养成的品格特性，当作是宝贵的资格。简明地说，他们行在自己所点的火把里。他们有一种屈从环境、受环境支配的宗教。如果事事如意，没有恼人的境遇叫他们显出未折服的、不象基督的性情，他们就是谦逊而友善的，很有吸引力。及至家里或他们与人交往时有事情发生，就搅扰了他们的平安、惹起了他们的脾气，他们若把每一种境况都摆在上帝面前，继续请求，在从事每日作教师的工作之前恳求祂的恩典，在开始工作前自己知道有基督的能力、恩典和爱住在心里，就会把上帝的天使与他们一同带进教室里。{1MCP 199.2}[43]
§88
Schoolroom Atmosphere Affects Students—The religious life of a large number who profess to be Christians is such as to show that they are not Christians.... Their own hereditary and cultivated traits of character are indulged as precious qualifications when they are death-dealing in the influence over other minds. In plain, simple words they walk in the sparks of their own kindling. They have a religion subject to, and controlled by, circumstances. If everything happens to move in a way that pleases them and there are no irritating circumstances that call to the surface their unsubdued, unchristlike natures, they are condescending and pleasant and will be very attractive. When there are things that occur in the family or in their association with others which ruffle their peace and provoke their tempers, if they lay every circumstance before God and continue their request, supplicating His grace before they shall engage in their daily work as teachers, and know for themselves the power and grace and love of Christ abiding in their own hearts before entering upon their labors, angels of God are brought with them into the schoolroom.?{1MCP 199.2}[43]
§89
但他们若怒气冲冲地进入教室，他们心灵周围的道德气氛就会影响所照管的孩童，他们就不但不适合教导孩子们，反而需要有人教他们耶稣基督的功课。--CEd149,150,1893.(FE265,266.){1MCP 200.1}[44]
§90
But if they go in a provoked, irritated spirit into the schoolroom, the moral atmosphere surrounding their souls is leaving its impression upon the children who are under their care, and in the place of being fitted to instruct the children, they need one to teach them the lessons of Jesus Christ.—Christian Education, 149, 150 (1893)?(Fundamentals of Christian Education, 265, 266.)?{1MCP 200.1}[44]
§91
需要耐心和适应性（致一位教师的勉言）——你没有成为一名成功的教师是因为你没有耐心和适应性。你不知道如何对待人心或如何以最好的方式传授知识。若是没有达到你的期望，你就不耐烦。你有教育的一切有利条件，但尽管如此，你却不是一名聪明的教师。你很讨厌教导迟钝的学生。你年轻时需要纪律和训练。但你受到纠正时所表现的精神却毁了你的生活。--Lt117,1901.{1MCP 200.2}[45]
§92
Patience and Adaptability Needed (counsel to a teacher)—You do not make a success as a teacher because you have not patience and adaptability. You do not know how to deal with human minds or how to impart knowledge in the best way. If your expectations are not met, you are impatient. You have had every advantage of education, but nevertheless, you are not a wise teacher. It is very disagreeable to you to inculcate ideas into dull minds. In your youth you needed discipline and training. But the spirit which you manifested under correction has spoiled your life.—Letter 117, 1901.?{1MCP 200.2}[45]
§93
父母要与教师合作——被忽视的田地象征被忽视的心。父母必须以不同的眼光看待这个问题。他们必须感到自己有责任与教师合作，鼓励明智的训练，为正在教导他们儿女的人多多祈祷。你用焦躁、责难或劝阻是帮不到孩子们的；你因自己所培养的精神而帮助他们叛逆、不顺从、不仁慈、不可爱，也不会起到好作用。--MS34,1893.{1MCP 200.3}[46]
§94
Parents to Cooperate With Teachers—A neglected field represents the neglected mind. Parents must come to view this master in a different light. They must feel it their duty to cooperate with the teacher, to encourage wise discipline, and to pray much for the one who is teaching their children. You will not help the children by fretting, censuring, or discouraging them; neither will you act a part to help them to rebel and to be disobedient and unkind and unlovable because of the spirit you develop.—Manuscript 34, 1893.?{1MCP 200.3}[46]
§95
宗教团体的责任——没有什么工作比正确地教育我们的青年更为重要的了。我们必须看守他们，打退撒但，不让他把他们从我们怀中掳去。当青年进入我们学校的时候，不应使他们觉得，自己是处在不关心他们灵魂的陌生人中间。应当有以色列的父母为他们的灵魂警醒，好像将来交账的人。{1MCP 200.4}[47]
§96
Responsibility of the Religious Community—There can be no more important work than the proper education of our youth. We must guard them, fighting back Satan, that he shall not take them out of our arms. When the youth come to our colleges, they should not be made to feel that they have come among strangers who do not care for their souls. There should be fathers and mothers in Israel who will watch for their souls as they that must give account.?{1MCP 200.4}[47]
§97
弟兄姐妹切不可忽视宝贵的青年，似乎你们没有特别关怀他们的职责一样。你既一贯自称是基督徒，就有工作要做，即耐心慈怜地引导他们行在正路上。你必须向他们显出爱心，因为他们是主宝血买来的，是祂家中年幼的成员。--RH,1884年8月26日.(FE89,90.){1MCP 201.1}[48]
§98
Brethren and sisters, do not hold yourselves aloof from the dear youth, as though you have no particular concern or responsibility for them. You who have long professed to be Christians have a work to do to patiently and kindly lead them in the right way. You should show them that you love them because they are younger members of the Lord’s family, the purchase of His blood.—The Review and Herald, August 26, 1884. (Fundamentals of Christian Education, 89, 90.)?{1MCP 201.1}[48]
§99
遇到顽梗的心、乖僻的性情——我们的救赎主有宽广包容的仁慈品性。祂的心总是体恤遭受粗暴对待的小孩子所表显的无奈，因为祂爱孩子。祂决不会听不到人类苦难最微弱的呼声。每一个负起教导青年责任的人，都必遇到顽梗的心、乖僻的性情，他要与上帝合作同工，在每一个孩子身上恢复上帝的道德形像。耶稣，宝贵的耶稣，在祂心中乃是全部的仁爱之源。--CEd149,1893.(FE265.){1MCP 201.2}[49]
§100
Meeting Obdurate Hearts and Perverse Dispositions—Our Redeemer had a broad comprehensive humanity. His heart was ever touched with the known helplessness of the little child that is subject to rough usage, for He loved children. The feeblest cry of human suffering never reached His ear in vain. And everyone who assumes the responsibility of instructing the youth will meet obdurate hearts, perverse dispositions, and his work is to cooperate with God in restoring the moral image of God in every child. Jesus, precious Jesus—a whole fountain of love was in His soul.—Christian Education, 149 (1893).?(Fundamentals of Christian Education, 265.)?{1MCP 201.2}[49]